Guidance for the Determination of Specific Learning Disabilities

Transcription

1 Guidance for the Determination of Specific Learning Disabilities Prepared by the LCISD Learning Disability Guidelines Committee 2010

2 Acknowledgements The guidance was developed with the research, thinking and development activities of the individuals participating in the LD Guidelines Committee. We are very grateful to the Wayne County Committee for Specific Learning Disabilities for permitting us to reproduce their excellent work. A large majority of the content in this guidance document was taken directly from the Guidance for the Determination of Specific Learning Disabilities which can be accessed through the Wayne Resa website: LCISD Learning Disabilities Committee: Name Position District Dr. Shirley Harris.School Psychologist...LCISD/North Branch Melissa Hill.School Psychologist.. Lapeer Community Schools Gregory Piontkowski..School Psychologist..Lapeer Community Schools Mindy Pellegata..School Psychologist CEC (Almont, Dryden, Imlay City) Thank you For Your Contributions: Name Position District Teri Johnson.Special Education Director...LCIS D Marianne Fleet.Educational Accountability Specialist. LCISD Committee Chair Name Position District Michelle Proulx Coordinator of Special Education.. CEC Ex-officio Joseph. H Keena.. Superintendent....LCISD

3 Guidance for the Determination of Specific Learning Disabilities Lapeer County Intermediate School District Learning Disabilities Guidelines Committee 2010 Lapeer County Intermediate School District 1996 W. Oregon St. Lapeer, MI (810) Lapeer County Guidance for the Determination of Specific Learning Disabilities 3

4 Table of Contents Page Section The Laws 8 Federal Definition of Specific Learning Disabilities 8 Michigan Administrative Rules and Clarification Memo 9 Michigan Definition of Specific Learning Disabilities Changes in Specific Learning Disability (SLD) Identification 11 Reasons Not Sufficient to Identify a Learning Disability 12 Documentation/Measurement Requirements 13 Challenges in Changing Criteria for Specific Learning Disability 14 Guidance for Addressing Recommendations from Outside Reports 15 Guidance for Applying New Criteria to Re-Evaluations 16 Section Process Model of Specific Learning Disability (SLD) Eligibility 18 Section Quality Instruction 22 Appropriate Instruction in General Education Settings Delivered by Qualified 22 Personnel Documentation of Repeated Assessments of Achievement at Reasonable Intervals 24 Classroom Assessments and Progress Monitoring Data 24 Sample Report of Repeated Measures of Student Progress 27 Student Progress Monitoring Profile 28 Review of Performance on Michigan Standards 29 Review of Performance on Michigan Age Standards 30 Section Response to Intervention (RtI) 32 Tier I Core Standards-Based Learning 35 Tier II Strategic Level Needs-Based Learning 37 Tier III Intensive Needs-Based Learning 39 Tier IV Specialized Learning 41 Special Education Eligibility 41 Criteria for Tier IV Placement Decisions 42 Guidance for Timely Decisions in the Response to Intervention (RtI) Framework 45 Section Equitable Educational Practices Professional Standards of Practice 50 Professional Roles 51 Lapeer County Guidance for the Determination of Specific Learning Disabilities 4

5 Section Sample Forms for Documenting Interventions and Student Support Teams Student Intervention and Data Review (SIDR) 54 Purpose of SIDR SIDR Suggested Guidelines for Determining Strengths and Weaknesses (SIDR) Observation Checklist PK - K 72 Observation Checklist 1-4 th grade 75 Observation Checklist 5-8 th grade 78 Observation Checklist 9-12 th grade 81 Parent Invitation to Student Support Team Meeting 84 Parent Letters RtI Tier I - III 85 Parent Input and Survey 88 Student Interview Fidelity of Implementation 92 Fidelity Checklist: Tier I 94 Fidelity Checklist: Tier II 95 Fidelity Checklist: Tier III Team Guidance: Data Collection on Instruction and Intervention 97 Instruction Intervention Documentation Sheet 98 Intervention Team Fidelity Checklist 100 Student Data Summary 101 Section Full and Individual Evaluation (FIE) 106 Full and Individual Evaluation Data Matrix Section Classroom Observation Guidelines 114 Classroom Observation Record 116 Section Exclusionary Clause Considerations 120 Limited English Proficiency 121 Exclusionary Factors Worksheet 124 Section Discussion on Pattern of Strengths and Weaknesses 127 Principles of Pattern of Strengths and Weaknesses The Cattell-Horn-Carroll (CHC) Theory 129 Lapeer County Guidance for the Determination of Specific Learning Disabilities 5

6 10.3 The Aptitude-Achievement Consistency Model Basic and Advanced Analysis Options for Evaluators 133 Notes of Caution on Cut Scores 134 Section Considerations for the Analysis of Pattern of Strengths and Weaknesses 136 Section Pattern of Strengths and Weaknesses Decision Process 144 Section Examples of Patterns of Strengths and Weaknesses in Specific Learning Disability Areas Example Profiles of Specific Learning Disabilities: Pattern of Strengths and Weaknesses and Educational Considerations Section Final Considerations in Specific Learning Disability Identification 160 Section Appendix A: Table of IDEA LD Achievement Areas, CHC Abilities, and Measurements 163 Appendix B: Table of CHC Abilities, Measurements, and Relation to Academic 169 Achievement Appendix C: Exploring Consistencies: Summary of Significant Relationships between CHC 177 Cognitive Factors and Achievement Areas Appendix D: The Relative Proficiency Index (RPI) Score 179 Appendix E: Procedure for Determining CALP Using the WJ-III Tests 183 Appendix F: Language and Learning Disability 185 Appendix G: Stay Away from Interpretation Errors! 189 References 193 Lapeer County Guidance for the Determination of Specific Learning Disabilities 6

7 Section 1 The Laws and Changes in Specific Learning Disability (SLD) Identification Childhood is a time for learning. A child who delays breaking the phonetic code will miss much of the reading practice that is essential to building fluency and vocabulary; as a consequence, he will fall further and further behind in acquiring comprehension skills and knowledge of the world around him. To see this happen to a child is sad, all the more because it is preventable. -Sally Shaywitz, M.D. Overcoming Dyslexia Lapeer County Guidance for the Determination of Specific Learning Disabilities 7

8 1.1 The Laws The laws and rules regarding the identification of students with specific learning disabilities have changed. The IDEA of 2004 created new options for the identification of students with specific learning disabilities. The most current definitions of Learning Disabilities follow: Federal Definition of Specific Learning Disabilities Determining the existence of a specific learning disability. (a) The group described in may determine that a child has a specific learning disability, as defined in 300.8(c)(10), if (1) The child does not achieve adequately for the child s age or to meet State-approved gradelevel standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child s age or State-approved grade-level standards: (i) Oral expression. (ii) Listening comprehension. (iii) Written expression. (iv) Basic reading skill. (v) Reading fluency skills. (vi) Reading comprehension. (vii) Mathematics calculation. (viii) Mathematics problem solving. (2)(i) The child does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified in paragraph (a)(1) of this section when using a process based on the child s response to scientific, research-based intervention; or (ii) The child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with and ; and (3) The group determines that its findings under paragraphs (a) (1) and (2) of this section are not primarily the result of (i) A visual, hearing, or motor disability; (ii) Mental retardation; (iii) Emotional disturbance; (iv) Cultural factors; (v) Environmental or economic disadvantage; or (vi) Limited English proficiency. (b) To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in through (1) Data that demonstrate that prior to, or as a part of, the referral process, the child Lapeer County Guidance for the Determination of Specific Learning Disabilities 8

9 was provided appropriate instruction in regular education settings, delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child s parents. The public agency must promptly request parental consent to evaluate the child to determine if the child needs special education and related services, and must adhere to the timeframes described in and , unless extended by mutual written agreement of the child s parents and a group of qualified professionals, as described in (a)(1) (1) If, prior to a referral, a child has not made adequate progress after an appropriate period of time when provided instruction, as described in paragraphs (b)(1) and (b)(2) of this section; and (2) Whenever a child is referred for an evaluation. (Authority: 20 U.S.C. 1221e 3; 1401(30); 1414(b)(6)) Michigan Administrative Rules and Clarification Memo The state of Michigan revised the administrative rules regarding the definition of Specific Learning Disabilities in August, The rules were followed by a clarification memo: January 22, 2009 MEMORANDUM TO: Intermediate School District Directors of Special Education FROM: Jacquelyn J. Thompson, Ph.D. Director Office of Special Education and Early Intervention Services SUBJECT: Specific Learning Disabilities Clarification DISSEMINATE TO LEAs AND PSAs Michigan s Administrative Rule , Specific Learning Disability Defined, Determination, was amended on September 11, 2008 (enclosed). A few components of the rule warrant clarification. The Role of Severe Discrepancy Rule of the Michigan Administrative Rules for Special Education (Rules) allows the use of three options for determining specific learning disability (SLD) eligibility. The rule allows a district to use severe discrepancy, but only as one part of a full and individual evaluation. Severe discrepancy may never be used alone to determine a student eligible as a student with SLD. Lapeer County Guidance for the Determination of Specific Learning Disabilities 9

10 Response to Scientific, Research-based Intervention Process In determining eligibility under SLD, one of the options a school district may use is a process that is based on a student s response to scientific, research-based intervention. Depending on the local district s practice, this process may have a variety of names; e.g., Instructional Consultation Team, Response to Intervention, Michigan s Integrated Behavior and Learning Support Initiative. The Michigan Department of Education (MDE) does not mandate any specific scientific, research-based intervention process. A pattern of strengths and weaknesses is not the same as severe discrepancy. At (a)(2)(ii), the Individuals with Disabilities Education Act regulations identify a pattern of strengths and weaknesses as an option in determining SLD eligibility. The Rules permit local districts to use this option. The MDE does not mandate any specific process to determine a pattern of strengths and weaknesses. Any determination of SLD requires a comprehensive evaluation according to the evaluation procedures in the federal regulations at , including those particular to a student suspected of having a SLD in Michigan Definition of Specific Learning Disabilities R Specific learning disability defined; determination. Rule 13. (1) "Specific learning disability" means a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of cognitive impairment, of emotional impairment, of autism spectrum disorder, or of environmental, cultural, or economic disadvantage. (2) In determining whether a student has a learning disability, the state shall: (a) Not require the use of a severe discrepancy between intellectual ability and achievement. (b) Permit the use of a process based on the student's response to scientific, research-based intervention. (c) Permit the use of other alternative research-based procedures. (3) A determination of learning disability shall be based upon a comprehensive evaluation by a multidisciplinary evaluation team, which shall include at least both of the following: (a) The student's general education teacher or, if the student does not have a general education teacher, a general education teacher qualified to teach a student of his or her age or, for a student of less than school age, an individual qualified by the state educational agency to teach a student of his or her age. (b) At least 1 person qualified to conduct individual diagnostic examinations of students, such as a school psychologist, an authorized provider of speech and language under R (d), or a teacher consultant. Lapeer County Guidance for the Determination of Specific Learning Disabilities 10

11 1.2 Changes in Specific Learning Disability (SLD) Identification Subsequent to revisions in the Federal definition of Specific Learning Disability, the Michigan Department of Education amended Michigan s Administrative Rule , Specific Learning Disability Defined Determination on September 11, As stated in a clarification memo dated January 22, 2009, the Office of Special Education and Early Intervention Services (OSE- EIS) allows the use of three options for determining specific learning disability (SLD) eligibility. The rule allows a district to use severe discrepancy, but only as one part of a full and individual evaluation. Severe discrepancy may never be used alone to determine a student eligible as a student with a SLD. A second option in determining SLD eligibility includes the option (that) a school district may use a process that is based on a student s response to scientific, researchbased intervention. The MDE does not mandate any specific scientific, research-based intervention process. The memo also includes a description of a third option, which is to identify a pattern of strengths and weaknesses in determining SLD eligibility. The Rules permit local districts to use this option. However, the MDE does not mandate any specific process to determine a pattern of strengths and weaknesses. Additionally, this memo asserts any determination of SLD requires a full comprehensive evaluation according to the evaluation procedures in the federal regulations at Listed below are four issues with the use of severe discrepancy models that have led to new comprehensive and research based approaches to learning disability identification. Issue #1: Discrepancy models fail to differentiate between children who have specific learning disability and those who have academic achievement problems related to poor instruction, lack of experience, or other confounding factors. For a thorough discussion of this important issue, see Fletcher et al., (2007). Issue #2: The application of discrepancy models has been shown to discriminate against certain groups of students: students outside of mainstream culture and students who are in the upper and lower ranges of IQ. Due to psychometric problems, discrepancy approaches tend to under-identify children at the lower end of the IQ range and over-identify children in the upper end. This problem has been addressed by various formulas that correct for the regression to the mean that occurs when two correlated measures are used. However, using regression formulas does not address issues such as potential language and cultural bias in IQ tests, nor does it improve the classification function of a discrepancy model (Stuebing et al., 2002). Issue #3: Discrepancy models do not effectively predict which students will benefit from or respond differentially to instruction. The research around this issue has examined both progress and absolute outcomes for children with and without discrepancy, and has not supported the notion the two groups will respond differentially to instruction (Stanovich, 2005). Poor readers with discrepancies and poor readers without discrepancies perform similarly on skills considered to be important to the development of reading skills (Gresham, 2001). Issue #4: The use of discrepancy models requires children to fail for a substantial period of time usually years before they are far enough behind to exhibit a discrepancy. In order for Lapeer County Guidance for the Determination of Specific Learning Disabilities 11

12 children to exhibit a discrepancy, two tests need to be administered an IQ test, such as the Wechsler Intelligence Scale for Children, and an achievement test. Because of limitations of achievement and IQ testing, discrepancies often do not appear until late second, third, or even fourth grade. The severe discrepancy approach to identifying learning disability was fraught with methodological problems that were considered to be problematic for parents and practitioners so problematic, that by the late 1990 s, the discrepancy approach was referred to as the wait and fail approach by federal officials (Lyon, 2002). Considering these issues, and the movement towards implementing Response to Intervention procedures as an effort to insure high quality instruction delivered with fidelity, we are aware that critical markers have been identified as robust indicators of academic performance. Researchers have identified measures of phonological awareness and early literacy knowledge such as letter sound relationships as powerful early indicators of later reading performance. In addition, fluent reading of connected text is also highly correlated with growth in both word reading and comprehension. It also represents a meaningful way to screen and progress monitor in reading (Fuchs and Fuchs, 1998). Use of this approach provides a method of screening to identify students with potentially persistent academic problems, and assessing them further. After review of guidance documents from within Michigan and beyond, research on Response to Intervention, and review of validity research on models of specific learning disability, the committee established the following principles to guide the recommendations of this work. Reasons Not Sufficient to Identify a Learning Disability There are necessary and sufficient conditions for the identification of a learning disability. Listed below are conditions that may be regarded as necessary, but, in isolation are not sufficient to identify a student as a person with a disability. Less than average intellectual ability is not sufficient reason or evidence to identify a student as learning disabled. Slow rate of learning/progress toward State standards and/or academic achievement below age expectancy is not sufficient evidence for the identification of a student as learning disabled. Low academic achievement is not a sufficient reason to identify a student as learning disabled. Psychometric documentation of a pattern of strengths and weaknesses is not sufficient evidence to identify a student as learning disabled without comprehensive evidence of the impact of the weaknesses in daily and classroom functioning. Lapeer County Guidance for the Determination of Specific Learning Disabilities 12

13 Documentation/Measurement Requirements No one method of data collection or testing is sufficient basis for the identification of a learning disability. Assessment data must be validated with anecdotal records, history, classroom performance measures, records/documentation of access and response to quality instruction, and psychometric measures of cognitive strengths and weaknesses. Documentation of appropriate instruction in reading and math and student progress within instruction must be provided for every student. It is expected that every school has procedures in which students are provided with supplemental instruction to remediate performance below age or State standards. The school has a fundamental responsibility to provide quality research based instruction to all students. The Response to Intervention model is a data-driven methodology for closing achievement gaps using direct measurement of specific skills before and during research-based supplemental instruction. Whether called Response to Intervention or other intervention process, a quality instructional program applies the principles of instructional intervention/supplement and maintains a system to record/document both the data on student progress and the type, nature, and fidelity of delivery of the supplemental instruction. Response to Intervention, in combination with an analysis of Pattern of Strengths and Weaknesses, is important in differentiating learning disability subtypes, identifying instructional strategies, and calibrating decisions across districts. Lapeer County Guidance for the Determination of Specific Learning Disabilities 13

14 Unifying Construct of Learning Skills As we abandon the severe discrepancy model and embrace new approaches to specific learning disability identification, the committee sought a model of learning ability that would clarify understanding of the specific learning disability for parents and teachers. Specific learning disabilities do follow a developmental course and there are struggles for the individual student that must be addressed in instruction. One of the biggest challenges to identifying specific learning disability with any consistency is the absence of a unifying construct that is researchbased and valid. Based on extensive review of validity evidence of cognitive and learning constructs, the committee is recommending the use of the Cattell-Horn-Carroll (CHC) theory. The CHC theory is measurable, norm referenced, validated and there are more than 25 years of educational research and data sets from over half a million administrations on the educational implications of the construct. It is essential for multi-disciplinary teams to learn the same constructs of learning abilities to inform instructional practices. For example, we know the impact of auditory discrimination skills and phonological awareness on basic reading and this information has informed schools to develop instructional interventions to directly address those deficits. We believe we will build a common understanding of learning abilities that are research-based, valid and measurable by appending the Pattern of Strength and Weakness analysis to the CHC construct of learning. Challenges in Changing Criteria for Specific Learning Disability The change in criteria for the identification of specific learning disability will present challenges to professionals, parents, teachers, and administrators in developing new understandings of the criteria while striving to best meet the needs of students. The severe discrepancy definition of specific learning disability is no longer appropriate. The practice will be immediately discontinued with initial evaluations. There will be pressure from outside influences to continue to apply past criteria or to accept clinical definitions of disability that are not relevant to schools. There will also be situations in which students were identified for services under the previous guidance and they are now due for a re-evaluation. The following guidance is offered to address these situations. Lapeer County Guidance for the Determination of Specific Learning Disabilities 14

15 Guidance for Addressing Recommendations from Outside Reports When presented with reports from outside agencies that pose a diagnosis of a specific learning disability, there are steps the team may consider to ensure that decisions of the school are consistent with legal requirements and educationally relevant. There may be situations in which the recommendations from outside reports may be clinically meaningful but not relevant to schools. Definitions of specific learning disability in clinical settings are in accordance with diagnostic criteria that adhere to medical models. Schools must adhere to definitions of learning disability from Federal and State rules. Educational criteria of disability require extensive documentation of classroom performance. It is entirely possible for an individual to have characteristics of a handicapping condition but not be eligible for special education because the student is able to benefit from instruction in general education without special education services, supports, modifications or programs. Teams must consider the information and recommendations from the outside report. This does not mean that the team must accept all recommendations as directions for their actions. The team has the responsibility to review the information relative to State and Federal rules, County guidelines, local district procedures, and within the context of the multiple information sources that are integral to the determination of a specific learning disability. The team may take the following steps to address recommendations from outside agencies. o Begin with a Review of Existing Education Data (REED). o Review the information in the report. o Seek information from existing school records and current classroom performance data. o Review student progress toward State standards using state and local assessments. Obtain a report from the teacher on student performance. o Request input from the parent. o Determine additional evaluation components the team will need in order to complete the comprehensive assessment of the student. o Conduct at least one classroom observation by a member of the team. o Locate or collect available repeated measures of student performance with results provided to parents. o Apply County LD Guidelines and local procedures to the analysis of all information. Answer the question, Is the student able to benefit from instruction without special education? o The multi-disciplinary team will then offer the appropriate recommendation as to whether or not the student is eligible for special education. o The IEP team will determine the eligibility and the IEP team will determine the goals, modifications, supports, services, and programs that are most appropriate to meeting the needs of the student. Lapeer County Guidance for the Determination of Specific Learning Disabilities 15

16 Guidance for Applying New Criteria in Reevaluations To ensure compliance with the requirements of the Individuals with Disabilities Education Act (IDEA 2004), reevaluation teams must systematically review the appropriateness of the special education eligibility. Steps: Districts will use the Review of Existing Education Data (REED) format to determine the need to conduct a comprehensive re-evaluation. A reevaluation may not be necessary if the student is demonstrating slow progress and continues to require support from special education. This should be documented on the REED. If a parent or team member is requesting evaluation to consider a change in eligibility, a reevaluation consisting of a comprehensive evaluation should be conducted. A redetermination IEP must be held within three (3) years of the initial or last redetermination IEP meeting, but more often if conditions warrant (i.e., at the request of the student s parent or teacher). The team must work from the premise of First, do no harm. The team must always consider the student s ability to benefit from instruction without special education services in making re determination decisions. Application of Previous Criteria: The team will need to review the criteria under which the student was initially identified as a student with a specific learning disability. If, when the criteria are applied relative to present student performance, it appears to be most beneficial to the student to continue to apply the previous criteria, then the recommendation of the team must be to apply the previous criteria. Application of New Criteria: If, the application of the new criteria, in combination with current performance data seems to provide a more relevant and appropriate schema for defining the student s ability to benefit from instruction and the student will not lose the benefits of a free appropriate public education by the change in criteria, then the team may choose to apply the new criteria. Lapeer County Guidance for the Determination of Specific Learning Disabilities 16

17 Section 2 Process Model of Specific Learning Disability Eligibility Determination The purpose of the evaluation is to surround the student of concern with the best and most comprehensive information possible to make valid and appropriate recommendations as to the student s eligibility for special education and, more importantly, educationally relevant recommendations for instruction. -Wayne County SLD Committee 2009 Lapeer County Guidance for the Determination of Specific Learning Disabilities 17

18 2.1 Process Model of Specific Learning Disability (SLD) Determination The Lapeer County Intermediate School District model for the identification of Specific Learning Disability emphasizes the full and individual evaluation as a process of data collection that includes multiple methods of assessing student performance with input from parents, teachers, instructional specialists, and school psychologists. The purpose of the evaluation is to surround the student of concern with the best and most comprehensive information possible to make valid and appropriate recommendations as to the student s eligibility for special education and, more importantly, educationally relevant recommendations for instructional strategies, supports and services. Goodness of Fit to SLD Patterns Instructional Quality Level of Proficiency State Standards Cognitive Functioning Identification of Learning & Instructional Needs Rate/Level of Progress Diagnostic Achievement Testing Exclusionary Factors Response to Intervention Figure 1. Process model of specific learning disability eligibility. Begin with Considerations of Instructional Quality: Federal law requires schools to ensure that students were provided with appropriate, evidence-based instruction that is delivered by a qualified teacher. The model begins with considerations as to the provision of quality instruction delivered by qualified teachers. Lapeer County Guidance for the Determination of Specific Learning Disabilities 18

19 Level of Proficiency State Standards: Student progress with State standards is a fundamental consideration for instructional planning and for understanding student educational performance levels. Next, the team considers the student s level of proficiency with State standards, as measured by state assessments and/or district benchmarking assessments. Rate/Level of Progress: Data representing repeated measures of student performance provided to parents at regular intervals are required to determine the probability of a specific learning disability. Repeated measures of student rate/level of progress may include progress monitoring data, benchmark assessments, classroom assessments, or progress reports that occur in a minimum of 4 6 week intervals. Response to Intervention: Academic interventions, whether formalized in school procedures or through teacher efforts to provide supplementary instruction, must be documented with attention to the fidelity of the efforts to impact student achievement. Exclusionary Factors: Before identifying attributions of disability within the student, the team must consider all other factors that could explain the performance patterns and the lack of student response to instruction. The team must consider the student s progress in the context of his/her opportunity, past experiences, sensory, health, language, culture, and developmental challenges. Diagnostic Achievement Testing: The full and individual evaluation of the student must include normative measures to advance the understanding of why the student continues to have difficulty. The student must also be tested with an individually administered standardized achievement test to validate the samples of classroom assessment data with normative data. Cognitive Testing: Before applying a categorical label to a student, the study of abilities must include testing of intelligence skills to identify patterns of strength and weakness that may further elucidate understanding of the student s learning difficulties. Goodness of Fit to Specific Learning Disability Patterns: The test data are then analyzed relative to research-based clinical profiles of learning disability to determine a goodness of fit with existing models of learning disability. The team considers the relationships between areas of strength and area of deficit as they relate to our most current understanding of specific learning disability. Lead Back to Quality Instructional Practice: The assessment must then lead to the development of educationally relevant recommendations for the student, whether determined eligible as a student with a specific learning disability or not. The evaluation must lead to appropriate recommendations as to the best plan for instruction. Recommendations should not be limited to special education supports and programs but may include such recommendations as classroom accommodations or continued participation in Response to Intervention targeted small group instruction. Lapeer County Guidance for the Determination of Specific Learning Disabilities 19

20 Lapeer County Guidance for the Determination of Specific Learning Disabilities 20

21 Section 3 Quality Instruction You can either fight assessment or embrace it. However, you cannot be a high-performance school without embracing assessment. -Dave Montague, Principal Washington Elementary Kennewick, WA Lapeer County Guidance for the Determination of Specific Learning Disabilities 21

22 3.1 Quality Instruction One of the unique features to the new definition of learning disability is the requirement for teams to ensure that the underachievement is not due to a lack of appropriate instruction in reading or math. To meet this assurance, the team must consider: (1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in general education settings, delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child s parents. Appropriate Instruction in General Education Settings Delivered by Qualified Personnel Research has shown that the majority of students can successfully learn in the general education classroom environment when the curriculum is delivered through high quality, scientific, research-based instruction. Combining core instruction with effective interventions is key to achieving student success. All students are engaged in challenging and purposeful learning through the general education curriculum. In Michigan, the Michigan Curriculum Framework articulates a vision for all students by describing the knowledge and abilities needed to be successful in today s society. Michigan s vision for K-12 education states: Michigan s K-12 education will ensure that all students will develop their potential in order to lead productive and satisfying lives. All students will engage in challenging and purposeful learning that blends their experiences with content knowledge and real-world applications in preparation for their adult roles, which include becoming: Literate individuals Healthy and fit people Responsible family members Productive workers Involved citizens Self-directed, lifelong learners The Michigan Curriculum Framework is organized into standards and benchmarks. Each school district adopts a local curriculum that is aligned to the Michigan Curriculum Framework. Curriculum refers to what is taught. It is the content that teachers teach and what students are expected to learn. This domain includes content arrangement and pace of steps leading to the Lapeer County Guidance for the Determination of Specific Learning Disabilities 22

23 stated outcomes of study. The skills and information that are the content focus are assessed and measured. Before instruction can be aligned with student needs, an appropriate curriculum that has been carefully selected should be in place. To assure curriculum alignment, the school or school district needs to: Make sure that the curriculum is aligned and matches appropriate state and district standards and benchmarks. Be certain that core components are introduced and reinforced at appropriate levels within the curriculum. See that the curriculum is taught consistently in all of the classrooms. Instruction is how curriculum is taught. Instruction includes the science and the art of teaching. Effective instructional practices focus on teaching skills in a specific order and within specific time periods. Using research-based methodologies is the science of teaching. Finding ways to motivate and engage students in active, purposeful learning is the art of teaching. This domain includes the selection and use of materials that enables both the science and the art of teaching to occur. Assessment is essential to determine if students have acquired the content knowledge and achieved the stated outcome. The data from ongoing assessments drive instructional practices. Instruction should be examined for effectiveness starting with the whole group. Some guiding questions are: Have the research-based practices been shown to increase student performance? Have effective practices been implemented with fidelity in ways that students will benefit? Do materials have documented efficacy? Has a sufficient amount of instructional time been allotted for curriculum implementation? Is instruction tailored to meet students current levels of knowledge? Is instruction organized so that pre-requisite skills are taught sequentially? There is only one curriculum-the general education curriculum. All students, including students with special needs, will access the general education curriculum with varying degrees of support within the Response to Intervention framework. Lapeer County Guidance for the Determination of Specific Learning Disabilities 23

24 The term qualified personnel refers to the definition of highly qualified personnel from the No Child Left Behind legislation of The teacher is college educated, certified by the state of Michigan, and has demonstrated competencies in the core content areas of instruction. Data should be included documenting that the student was provided with appropriate instruction in general education settings. Instruction was delivered by qualified personnel meeting effectiveness guidelines as documented in school improvement planning and the district model for the implementation of Response to Intervention. Documentation of Repeated Assessments of Achievement at Reasonable Intervals Data-based documentation of repeated assessments may include Response to Intervention progress monitoring results, in-class tests based on state standards, benchmark assessment, criterion-referenced measures or other regularly administered assessments. Data from repeated assessments used in the eligibility process should typically have been administered at evenly-spaced intervals over a reasonable period of time. A reasonable period of time may typically fall within a 9 to 12 week period. Schools are not limited to such a time frame and should follow the requirements of the particular instruction program or assessment process in use by the district. Classroom Assessments and Progress Monitoring Data Student data is crucial in order to: Make accurate decisions about the effectiveness of general and remedial education instruction and interventions; Undertake early identification/intervention with academic and behavioral problems; Prevent unnecessary and excessive identification of students with disabilities; Make decisions about eligibility for special programs, including special education services; Determine individual education programs and deliver and evaluate special education services. (National Association of State Directors of Special Education, 2008) Universal Screening Assessments can be given to all students in the fall, winter, and spring. The purpose of the screening is to identify students who might be at risk for academic failure. Local school norms are how a specific school performs on the universal screening data. Schools should look at their local norms in relation to the district and state or national norms and then determine a rate of increase. Lapeer County Guidance for the Determination of Specific Learning Disabilities 24

25 Diagnostic Assessments can be administered to those students found at-risk to further identify the specific areas of weakness. Progress Monitoring is a scientifically based practice that is used to assess student s academic and/or behavior performance and evaluate the effectiveness of instruction. To implement progress monitoring, the student s current levels of performance are determined and goals are identified for learning that will take place over time. The student s academic performance is measured on a regular basis (weekly or monthly, depending on the tier of intervention). Progress toward meeting the student s goals are measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student s progression of achievement is monitored and instructional techniques are adjusted to meet the individual student s learning needs. When implementing progress monitoring on a school level, it is important that teachers understand the purpose. The purpose of progress monitoring is not to gather more data, but to gather data to make instructional decisions. Progress monitoring can be implemented with an individual student or an entire class. Progress monitoring data should be more specific and administered more often as students are assigned to more specialized instructional interventions. In new conceptions of learning disability identification practices, data are collected over time to sample student rate of learning and performance relative to peers. Learning patterns, as revealed in these multiple assessments inform the group as to the student s response to instruction. Evaluation practices move from being an event to a process for improving the context of learning for the individual student. The following figure shows how interventions for students may vary based on student performance at different points in time. Student placement into and out of the tiers of intervention should be fluid and responsive to the data probes. Lapeer County Guidance for the Determination of Specific Learning Disabilities 25

26 Per Individual Plan Excessive supports to sustain progress, Minimum 12 Probes Tier III Weekly Progress monitoring Progress continues for a minimum of 12 weeks 4-6 data checks, Regression, Limited Progress Tier II Progress monitoring Biweekly intervals for 9-12 weeks 2-5 data checks At Risk Teacher analyzes benchmark data and moves to Tier II Tier I Universal or Benchmark Data monitoring for 9-12 Weeks On Target Teacher analyzes benchmark data and keeps student at Tier I Figure 2. Using data to make intervention decisions for students. A well-designed Response to Intervention (RtI) framework provides a continuum of academic and behavioral supports for all students. Appropriate instruction/ interventions are matched to a student s needs. The level of service is adjusted as a student s needs change. The movement between tiers is fluid and flexible. A student should not remain at one tier for an indefinite period of time. Parents are informed about their child s progress, and decisions to have the student move or remain at a tier are based on the student s performance data. The sample forms may be used to summarize and report student performance data in accordance with requirements to review student progress relative to age/state standards, to monitor progress, and to collect repeated measures of performance that are provided to parents at reasonable intervals. Lapeer County Guidance for the Determination of Specific Learning Disabilities 26

27 Report of Repeated Measures of Student Progress DISTRICT Student: Date: School: Teacher: Grade: Assessments Used: Reading Skill Oral Language Target Score/Level Fall Winter Spring Student Score Fall Winter Spring Other Progress Checks Phonemic Awareness Phonics Fluency Comprehension Vocabulary Writing Assessments Used: Math Skill Number Concepts Target Score/Level Fall Winter Spring Student Score Fall Winter Spring Other Progress Checks Number Facts Time Geometry Money Assessments Used: Writing Skill Organization Target Score/Level Fall Winter Spring Student Score Fall Winter Spring Other Progress Checks Vocabulary Details Ideas Grammar Comments and Suggestions: I would like to learn more about my child s progress and what we may do to help him/her in school. I received this information about my child s progress in school. Parent/Guardian Signature: Date: Lapeer County Guidance for the Determination of Specific Learning Disabilities 27

28 S t u d e n t P r o g r e s s M o n i t o r i n g P r o f i l e School: Teacher: Room: Grade: Year: Student Name: I.D.# D.O.B. Age: Assessment Date/Score Date/Score Date/Score COMMENTS / Other Test Information LANGUAGE ARTS ASSESSMENTS WEAK AREA(S) Oral Language Phonemic Awareness Phonics Fluency Comprehension Vocabulary Writing Week Week Week Week Week Week Week Week Week Week Week Week Status Met or Not Met Comment(s) / Measurement Used MATH ASSESSMENTS WEAK AREA(S) Number Concepts Number Facts Time Geometry Money Other Week Week Week Week Week Week Week Week Week Week Week Week Status Met or Not Met Comment(s) / Measurement Used

29 Review of Performance on Michigan State Standards Date: Student: School: Grade: Directions: Summarize State Assessment Data. Check or circle all that apply and answer the questions. Reading Writing ELA Math Assessment Proficiency Level Year: Grade: Assessment Proficiency Level Year: Grade: Progress Does the student meet State Standards? MEAP MEAP-Access MI Access MME Accommodations Circle: MEAP MEAP-Access MI Access MME Accommodations Circle: Significant Improvement Improvement No Change Decline Significant Decline MEAP MEAP-Access MI Access MME Accommodations Circle: MEAP MEAP-Access MI Access MME Accommodations Circle: Significant Improvement Improvement No Change Decline Significant Decline MEAP MEAP-Access MI Access MME Accommodations Circle: MEAP MEAP-Access MI Access MME Accommodations Circle: Significant Improvement Improvement No Change Decline Significant Decline Yes The team has determined that the student was provided instruction appropriate for the grade level standards. If no, explain: MEAP MEAP-Access MI Access MME Accommodations Circle: MEAP MEAP-Access MI Access MME Accommodations Circle: Significant Improvement Improvement No Change Decline Significant Decline

30 Review of Performance on Michigan Age Standards Using the Battelle Developmental Inventory Date: Student: _ School: Date of Birth: Age: Directions: Summarize assessment data based on the Battelle Developmental Inventory. Fill in the correct information and review the questions below. DOMAIN Adaptive Personal Social Communication Motor Cognitive Sub- Domain Total Notes: SubDomain Score SubDomain Score SubDomain Self-Care Adult Interaction Receptive Communication Personal Responsibility Score: Percentile: Age: Peer Interaction Self-Concept and Social Role Expressive Communication Score SubDomain Gross Motor Fine Motor Perceptual Motor Score SubDomain Attention and Memory Reasoning and Academic Skills Perception and Concepts Score Ages: Birth through 7 years, 11 months. The Battelle Developmental Inventory was selected by the State of Michigan for use in evaluating young children. Yes The team has determined that the student was provided instruction appropriate for the developmental age standards. If No, explain: *Note: Schools may choose to use other State approved measures for young children, such as the Brigance, Carolina, AEP Test, Creative Curriculum Development Checklist, or LAP-3.

31 Section 4 Response to Intervention (RtI) a school may use a process to determine if a child responds to scientific, research-based intervention as part of the evaluation procedures -IDEA 2004 Lapeer County Guidance for the Determination of Specific Learning Disabilities 31

32 4.1 Response to Intervention (RtI) Michigan s Rule on Response to Scientific, Research-based Intervention Process In determining eligibility under Specific Learning Disability (SLD), one of the options a school district may use is a process that is based on a student s response to scientific, research-based intervention. Depending on the local district s practice, this process may have a variety of names; e.g., Instructional Consultation Team, Response to Intervention, Michigan s Integrated Behavior and Learning Support Initiative, etc. The Michigan Department of Education (MDE) does not mandate any specific scientific, research-based intervention process. Michigan s Administrative Rule , Specific Learning Disability Defined, Determination, was amended on September 11, The Response to Intervention (RtI) Framework The National Research Center on Learning Disabilities (NRCLD, 2006) defines Response to Intervention (RtI) as: an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data. RtI is an instructional framework that promotes a well-integrated system connecting general, special, gifted and remedial education in providing high-quality, standards based instruction and intervention that is matched to students academic, social-emotional, and behavioral needs. This framework focuses on continuous improvement by using learning rate over time and level of performance to make important educational decisions. RtI serves two primary purposes. The first purpose is to improve the educational outcome for each and every child through a multi-tiered, data driven process that utilizes a structured problem-solving method. The second purpose is to establish a process to assist in the identification of students with a specific learning disability. For RtI to be successful, both processes need to be implemented with fidelity. Implementing an RtI framework provides a continuum of school-wide support. Its fundamental principles are that core instruction is provided with fidelity, student progress is monitored frequently, students responsiveness to intervention is evaluated, and instruction is adapted as needed (National Association of State Directors of Special Education, 2008). Since student populations and needs vary, it is expected that no two school districts or even school buildings will have a local implementation plan within the tiers that looks precisely the same. This continuum of school-wide support allows each school to organize instructional Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 32

33 delivery, optimize resources, and use a systematic approach to provide appropriate academic and behavioral supports. The majority of students, 80-90%, will be successful with a Tier I core, standards based learning environment that provides scientific, research-based instruction. Approximately 10-15% of students will require a Tier II strategic, needs-based learning environment where scientific, research-based interventions are provided in addition to the core instruction. Approximately 5-10% of students will require a Tier III intensive, needs-based learning environment where scientific, research-based interventions are provided in addition to the core instruction. At Tier IV, 1-5% of students, who require a full and individual evaluation for special education or a Section 504 plan will need a learning environment that provides them with specialized interventions in addition to the core instruction. RtI is not a student placement model, a location, a classroom, a class/course or a teacher. It is an integrated service delivery approach for all students and should be applied to decisions in general, remedial and special education. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 33

34 Tier IV (1-5%) Specialized Learning For Targeted Students, Tiers I- III plus *Specialized programs, methods, or instruction *Greater frequency of monitoring of student Response to Intervention Specialized, Individualized Learning Tier III Intensive Scientific-Needs-Based Learning (5-10%) Tier I & Tier II plus focused learning *Intensive formalized problem-solving *Targeted research based interventions *Frequent progress monitoring Student Support Teams Tier II Strategic, Needs-Based Learning (10-15%) Tier I Core instruction, plus participation in focused learning *Standard process for identifying and providing researchbased interventions based on individual student need and district resources *Continuing progress monitoring to measure student's Response to Intervention and guide instruction Building Level Teams Tier I Core Standards-Based Learning (80-90%) All students participate in general education learning * Universal Screening to identify groups in need of specific instruction *Instruction in Michigan Department of Education (MDE) Standards through a standards aligned classroom structure *Differentiation of instruction including flexible grouping, multiple means of learning, and demonstration of learning General Education *Progress monitoring of learning through multiple formative assessments Figure 3. The four tier model of Response to Intervention. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 34

35 Tier I: Core Standards-Based Learning The focus of Tier I is the delivery of scientific, research-based core curriculum instruction and behavioral supports in general education to meet the needs of all students. Instructional decisions are based on data obtained from the following: Table 1. Tier I Features and Implementation Considerations Tier I Features Tier I Implementation and Monitoring Plan Instruction & Universal Interventions Considerations The school district develops its Tier I screening schedule and implementation plan, and then embeds it into the overall school/district improvement plan Universal benchmark screening should be scheduled 3 times a Year Daily direct instruction of core for minutes Universal interventions applied as necessary (+30 minutes) Explicit instruction to support social skills and behavior Provider(s) Appropriately certified classroom teacher Universal interventions may also be provided by a supervised highly qualified support staff and/or specialist. This might include bilingual, Title I, or other staff as determined by the district/school Group Size(s) Whole-group and small-group instruction Small groups may vary in size as determined by the provider and instructional needs Frequency of Universal Interventions Determined by the school, grade level, or teacher When providing extra time over core, it is recommended that 4-5 sessions be held each week for a minimum of 30 minutes Duration of Universal Interventions Progress Monitoring Tools Core program is ongoing throughout the year Interventions in Tier I are fluid, determined by student response and last 9 12 weeks, or at reasonable intervals established by the district Universal benchmark screenings Yearly standards-based assessment Student work samples Curriculum-based measures Student behavior data Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 35

36 Tier I Features Frequency of Progress Monitoring Considerations Universal benchmark screening should take place 3-4 times each year Students who score at or below the 25th percentile on universal benchmark screening should be monitored at least monthly Students receiving universal interventions may need more frequent monitoring as determined by school Districts may establish local norms Decision Rules: Determining Movement to More or Less Specialized Instruction Lack of Positive Response The district decides what determines mastery, satisfactory growth, or the need for more intense intervention/remediation, regrouping students, and parent involvement It is recommended that requests for support for students who consistently score in the lowest 25th percentile on progress monitoring probes be made only after universal interventions are tried for a minimum of 9-12 weeks Requests for support for students with behavioral concerns are based on discipline data The general education teacher will use classroom data to determine if the student s lack of response to Tier I instruction and intervention warrants recommendation for Tier II supplementary interventions Service Target Eighty percent (80%) of a school s students should be able to be served through Tier I If this is not the case, the core program and practices and/or behavioral systems need to be evaluated Recommended Professional Development Differentiated instruction Classroom assessment Data analysis Data-based decision-making Delivery of scientifically based instructional practices Delivery of district s core program/instructional materials Student and classroom management Teaching and interventions for culturally different learners Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 36

37 Tier II Strategic Level Needs-Based Learning The focus of Tier II is to provide targeted interventions for students who are not achieving the desired standards through the core curriculum and who did not improve with Tier I instruction and universal interventions. A district may choose to use grade level teams or Student Support Teams to make Tier II recommendations. When using grade level teams, data are reviewed and the student is provided with direct supplemental instruction, typically in small group configurations. If using a Student Support Team (SST) at Tier II, the team functions to gather performance data about a student, hypothesize a possible cause for the problem, and design an Individualized Intervention Plan or Behavioral Intervention Plan (BIP), if necessary. Tier II provides for more frequent progress monitoring allowing instructional adjustments for the student of concern. Parents are informed. Table 2. Tier II Features and Implementation Considerations Tier II Features Implementation and Monitoring plan Instruction & Interventions Considerations The school establishes its own Student Support Team (SST) as outlined in the school district s local implementation plan Building administrator assesses SST implementation and fidelity Possible re-teaching of core program/social skills Targeted interventions developed as a part of the student s documented Intervention Plan or Behavioral Intervention Plan (BIP) Provider(s) Highly qualified classroom teacher and/or intervention specialists as documented in the Intervention Plan Group Size Small group instruction in groups of 3 to 5 Frequency and Intensity of Interventions Duration of Intervention Progress Monitoring Tools Determined by the written small group or individual plan Provided in addition to core instruction Instruction provided for a minimum of thirty (30) minutes 4-5 times each week Interventions should be provided for 9-12 weeks or as established by local district policy Intervention cycles may be shortened or repeated as determined by the student s progress toward goals Student work samples Curriculum-based measures Probes of specific skills Student behavior data Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 37

38 Tier II Features Frequency of Progress Monitoring Considerations In addition to the short-cycle assessment schedule, the team determines more frequent progress monitoring. Bi-weekly monitoring is recommended. Decision Rules Based on 4-9 data points administered bi-weekly Tier III if performance is <15 th percentile or <75 benchmark or proficiency of peers Need for another cycle of interventions or adjusted interventions in Tier II based on data patterns Tier I if performance is >25 th percentile or >75% benchmark proficiency and learning is reinforced Upon Mastery Student may: Continue with the Intervention Plan or BIP, or Be exited and returned to Tier I instruction/programs when performance can be maintained with universal interventions Lack of Positive Response The team may determine if student s lack of response to Tier II interventions warrants a need for Tier III intensive interventions Note: Under the IDEA, parents may ask the school to consider a request for an evaluation at any time and the request is not conditioned upon failure or having to advance through the Tiers Service Target No more than 10-15% of a school s students can be effectively served at Tier II without compromising the school s delivery infrastructure High rates of students identified for Tier II interventions and/or retention recommendations suggest that the Tier I core program and practices need to be evaluated Recommended Professional Development Data analysis Delivery of scientifically based interventions and instructional practices Delivery of district s core program/supplemental instructional materials Teaching and interventions for culturally different learners Student Support Team procedure Functional behavioral assessment (FBA) Behavioral interventions Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 38

39 Tier III Intensive Needs-Based Learning The focus of Tier III is to provide individualized intensive support to those students who are performing significantly below standards and who have not responded to quality interventions provided by Tiers I and II. Problem solving at this stage is more in depth and intensive and usually requires gathering and analyzing additional information about the student including his/her performance strengths and weaknesses and background information. Tier III is designed to accelerate a student s rate of learning by increasing the intensity of individualized interventions. Table 3. Tier III Features and Implementation Considerations Tier III Features Implementation and Monitoring Plan Instruction & Interventions Considerations The student s intervention plan will be reviewed and revised by the Student Support Team (SST) Building administrator assesses SST implementation and fidelity Possible replacement or re-teaching of core program/social skills Intensive interventions provided as a part of the student s documented SST intervention plan or Behavioral Intervention Plan (BIP). Provider(s) Highly qualified classroom teacher and/or intervention specialists as determined by the SST and documented in the SST plan Group Size Individual instruction or in groups of 2 to 3 students Frequency and Intensity of Interventions Duration of Intervention Progress Monitoring Tools Determined by the written SST intervention plan Provided in addition to core instruction Instruction provided for a minimum of 2 thirty (30) minute sessions per day 4-5 days each week Interventions should be provided for 9-12 weeks Intervention cycles may be shortened or repeated as determined by the SST and the student s progress toward goals Probes of specific skills Student work samples Curriculum-based measures Student behavior data Counts of student behaviors Frequency of Progress Monitoring Chart progress at a minimum of one time each week. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 39

40 Tier III Features Considerations Decision Rules Based on 12 or more probes or data points Progress to Tier IV based on explicit criteria The need for another cycle of interventions based on patterns The need for a referral for a Section 504 determination or a Special Education evaluation based on probes combined with other information Upon Mastery Provide interventions at appropriate Tier with a plan of monitoring and instruction The student is returned to Tier I instruction/programs when performance can be maintained with universal interventions Lack of Positive Response SST may determine if student s lack of response to Tier III warrants a recommendation of a Review of Existing Education Data (REED) to consider possible special education evaluation Note: Under the IDEA, parents may ask the school to consider a request for an evaluation at any time and the request is not conditioned upon time in interventions Service Target National models suggest that no more than 1-5% of the student population at a school need this level of support. If more than 5% of the school population is referred to Tier III, the district will need to revisit the core program and RtI procedures Recommended Professional Development Data analysis Delivery of scientifically based interventions and instructional practices Explicit instruction of specific skills Delivery of district s core program/instructional materials Teaching and interventions for culturally different learners SST procedure Functional behavioral assessment (FBA) Behavioral interventions Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 40

41 Tier IV Specialized Learning In addition to Tiers I through III, targeted students participate in: Specialized programs, methodologies, or instructional deliveries. Greater frequency of progress monitoring of student response to intervention(s). Students identified for Tier IV interventions will be involved in targeted instruction. Progress monitoring and data collection will be deep, systematic, and formalized. Tier IV interventions are individualized and are based on student assessment data. Documentation of progress is comprehensive and robust. Tier IV is developed for students who need additional supports and may meet eligibility criteria for program placement in Special Education. With three effective tiers in place prior to specialized services, most students who are struggling will be successful and will not require this degree of intervention. Tier IV does not represent a location for services. It is a layer of interventions that may be provided in the general education class or in a separate setting. For students with disabilities needing special education and related services, Tier IV provides instruction that is targeted and specialized to students needs. If a student has already been determined as a child with a disability, the school system should not require additional documentation of prior interventions to determine that the student demonstrates additional delays. The special education instruction and documentation of progress in the Individualized Education Program (IEP) will constitute prior interventions and appropriate instruction. In some cases, the student may require a full and individual evaluation to determine eligibility in additional disability areas. Special Education Eligibility A local district opting to use the Response to Intervention option for the determination of Specific Learning Disability will need to establish clear local procedures and specifically define the assessments, interventions, and documentation requirements. The district must ensure that the procedures are consistently applied across students. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 41

42 Criteria for Tier IV Placement Decisions The decision to move to a Tier IV recommendation should be made by the Student Support Team and MET members. The team will review the intervention plans, progress data, other information about the student, and the documentation of the fidelity of the interventions. The team must also consider the extent of resources required to support the student in the general education curriculum. When reviewing the data accumulated from the Response to Intervention process, the team will need to apply consistent criteria before moving to an intensive intervention placement. The following graph portrays the relationship of grade level expectation and rate of learning difference in establishing that a student may need a full and individual evaluation to identify a learning disability Grade Level and Rate of Progress Data Grade Level Difference: Comparisons to Others Probe 1 Probe 2 Probe 3 Target Student Comparisons to Self Over Time Listed below are criteria for determining that a student is suspected of having a learning disability in a Response to Intervention framework. EXAMINE THE QUALITY OF THE CLASSROOM ASSESSMENT DATA 1. Do the test items align to the pacing of the content in the grade level curriculum? 2. Is the difficulty of the test items aligned to classroom performance targets? 3. When using measures based on teacher judgment (i.e., rubrics, leveled readers, ratings) is the teacher scoring consistent with the scoring of another independent rater? 4. Did repeated measures include a minimum of 12 probes on specific skills? Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 42

43 ESTABLISH AGE/GRADE LEVEL DIFFERENCE When applying this standard to the analysis of student data, the team is looking at the student s level of performance in comparison to a target for the age or grade of the student. The target may be defined by expectations for peers or grade benchmark expectations. Refer to data from state assessments and district benchmarks. Michigan uses Proficiency Levels on state assessments that are general and descriptive targets for grade level instruction. A student should not be identified for special education based solely on the Michigan state assessments. When using classroom screening assessments that provide ranking or percentile data, scores at or below the 10 th percentile generally indicate a substantial weakness in the skill relative to same age or same grade peers (e.g., DIBELS). When using classroom assessments that apply benchmarks, guided reading levels, or proficiency performance levels, a learning deficit would be indicated when a student is performing at or below 50% of the grade/age standard. A concern or weakness is identified when a student is performing at or below 75% of the grade/age standard (e.g., DRA). Woodcock-Johnson III/NU includes a norm-referenced standardized score that reflects age differences in the learning of specific skills. Consider using the Relative Proficiency Index (RPI) Score. A Relative Proficiency Index score at or below 67/90 is a strong indication of significant difficulty in the skill area. A cautionary note: If a student has not had the opportunity to be exposed to grade level information, the level difference data may be reflecting the lack of exposure rather than a deficit within the student. RATE OF LEARNING DIFFERENCE The student s rate of learning is plotted over time but does not improve in the direction of targets or benchmarks when provided with high-quality interventions implemented over a significant period (e.g., CBM, progress monitoring, tiered support). The frequency of data collection is a critical consideration when using Rate of Learning Difference data. Important considerations are: Did the team make the necessary checks on performance on time? Are the items of comparable difficulty over time? Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 43

44 Recommended progress monitoring frequency is a minimum of 12 weekly probes. If using a leveled or guided reading paradigm for determining rate of learning over time, there should be documented weekly skill probes. ADVERSE EDUCATIONAL IMPACT Review of the individual student qualitative and quantitative data indicates the need for specially designed instruction. Refer to the full and individual evaluation data matrix to consider additional information criteria. EXCLUSION FACTORS Review of other factors, such as a significant disability in another area, or an absence of meaningful instructional opportunities that explain the learning patterns and instructional needs of the student. Refer to the full and individual comprehensive data matrix within this document to review considerations. Consistent with leading authorities on RtI (Fletcher, et. al., 2007), the Lapeer County SLD Committee recommends a hybrid model that includes RtI plus normative testing. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 44

45 Guidance for Timely Decisions in the Response to Intervention (RtI) Framework According to Federal rules, the public agency must promptly request parental consent to evaluate the child to determine if the child needs special education and related services, and must adhere to the timeframes described in and , unless extended by mutual written agreement of the child s parents and a group of qualified professionals, as described in (a)(1) (1) If, prior to a referral, a child has not made adequate progress after an appropriate period of time when provided instruction, as described in paragraphs (b)(1) and (b)(2) of this section; and (2) Whenever a child is referred for an evaluation. If the Student Support Team reviews presenting concerns and classroom data and suspects a handicapping condition, schedule a Review of Existing Education Data (REED) meeting to review the existing information and determine the next steps for evaluating the student. The Student Support Team must NOT delay the referral to wait for the student to fail in the Response to Intervention paradigm if the team believes the interventions will not be effective or if the system is such that there will be adverse consequences for the student. If the impact of the interventions is unknown and there is reason to believe the student will benefit by taking the time for instructional assurances, then the team must give the student every opportunity to benefit from the instruction before proceeding to an evaluation. If a parent suspects a handicapping condition and requests a referral for special education evaluation, the district must respond by scheduling a Review of Existing Education Data (REED) meeting to review the existing information and determine the next steps for evaluating the student. Response to Intervention Was Not Attempted or Not Completed The team may explain the district s Response to Intervention model and timeframes to the parent. If the parent agrees to give the model time, the team should not make a formal special education referral. Instead, develop a written plan of intervention and specify, in writing when data will be reviewed with the parent. Obtain parent written agreement to the plan and future meeting date. If the parent does not agree to the instructional interventions of Response to Intervention, the team will proceed to complete the Review of Existing Evaluation Data. The team will identify the presenting concern and establish the necessary data to complete the full and individual evaluation. A trial of interventions may be concurrent to the administration of standardized tests and other efforts to collect evaluat ion data. All evaluations must be completed and go to initial IEP within 30 school days, consistent with Michigan rules. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 45

46 Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 46

47 Section 5 Equitable Educational Practices and Professional Standards of Practice There is no seeing without looking, no hearing without listening and both looking and listening are shaped by expectancy, stance, and intention. -Jerome Bruner Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 47

48 5.1 Equitable Educational Practices The purpose of public education is a reflection of the common good that supports all democratic systems: equitable education. Therefore, public education systems must ensure that all students have access to, and are enabled to participate in, activities that foster the acquisition of the knowledge, skills and information necessary to participate in society as informed and engaged citizens, contributing to their communities (Kozleski, 2009). The standards of practice and roles of the professionals who are involved in the analysis of student data and development of intervention/placement decisions must remain conscientious to the culture and context of learning for the individual student as well as the highest principles of the laws that are foundational to this work. Ethnic, cultural, and linguistic diversity requires that all public school systems become equipped with the knowledge, skills and dispositions that not only foster access by all students, but also embrace the commitment necessary to allow all students to participate in education actively and equitably. Inclusive systems are characterized by models that emphasize the context of teaching and learning as the primary means of providing equitable environments, and in which there is a focus on the way in which all students respond to interventions, focusing on differentiated instruction approaches and a general pedagogy that is culturally responsive. Equitable systems go beyond equal education by going beyond providing the same resources and opportunities: Equity goes beyond equality: It means that all students must be given the real possibility of an equality of outcomes (Nieto & Bode, 2008, p. 11). Teachers who have worked to make their classrooms more culturally sensitive consciously reflect on the way they teach: Then ask whether their approaches are currently successful with all students. From that perspective, culturally sensitive instruction is closely aligned with what is recognized as good teaching. According to Johnson and Protheroe (2003), the four features of culturally sensitive instruction are defined: 1. It is pro-student, and all students are seen as having the inherent resources and ability to experience academic success. 2. It recognizes that there is no single best teaching method that will effectively reach all students at all times. Effective teachers diversify their instruction in response to individual students' interests, personalities, and abilities. This naturally should take into account differences in culture while not ignoring students' need to learn skills necessary for success in the larger community. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 48

49 3. It adheres to the "principle of least change." This framework suggests only the minimum number of changes necessary to produce desirable learning effects should be undertaken at any given time. 4. It maintains an emphasis on the maintenance of high expectations and high academic standards for all children. The key to success is seen in modifying instructional approaches, not the desired outcomes. In inclusive schools, educators create environments designed for all students and the focus of assessment shifts from the individual students to the context in which learning is to occur. A culturally responsive Response to Intervention (RtI) framework contributes to equitable practices by focusing on the monitoring and documenting of explicit skills and contexts. In turn, by focusing on specific skills and contexts, it shifts the focus from deficit theories that, in the past, linked a child s intelligence to their biological, social and cultural backgrounds. The essential culturally responsive and differentiated collaborative practices around student performance ensure that the student s opportunities to learn are being met. As professionals who are examining student performance in the context of the educational systems, it will be imperative to uphold the practices and expectations that will ensure that student opportunities to learn are being met. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 49

50 5.2 Professional Standards of Practice The Michigan State Board of Education and Michigan Department of Education (2005) issued standards of professional ethics for Michigan educators. The ethics were developed to represent and uphold the standards of professionalism for each and every Michigan educator. The following ethical standards address the professional educator s commitment to the student and the profession. 1. Service toward common good Ethical Principle: The professional educator s primary goal is to support the growth and development of all learners for the purpose of creating and sustaining an informed citizenry in a democratic society. 2. Mutual respect Ethical principle: Professional educators respect the inherent dignity and worth of each individual. 3. Equity Ethical principle: Professional educators advocate the practice of equity. The professional educator advocates for equal access to educational opportunities for each individual. 4. Diversity Ethical principle: Professional educators promote cross-cultural awareness by honoring and valuing individual differences and supporting the strengths of all individuals to ensure that instruction reflects the realities and diversity of the world. 5. Truth and honesty Ethical principle: Professional educators uphold personal and professional integrity and behave in a trustworthy manner. They adhere to acceptable social practices, current state law, state, and national student assessment guidelines, and exercise sound professional judgment. The ethical standards and the principles shall lead the intentions of the professionals who will participate in the processes of intervention, data collection, decision-making, and communications. The roles of leadership and the professionals who collaborate together are described as follows: Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 50

51 Professional Roles State level leadership: To provide up to date guidance to support implementation To support a statewide common understanding of the elements of RtI To identify exemplary school-based models and best practices District level leadership: Create a district-wide plan for RtI implementation including the plan for monitoring, implementation of the interventions, and addressing issues of fidelity of instruction Determine reading, mathematics, and behavior expectations Establish and support a common set of characteristics of the tiers in all classrooms Support the implementation of each tier of the RtI pyramid Building level leadership: The building leader aligns resources to ensure quality instruction for every student and to support staff to do the work of teaching. Responsibilities include: Implement the plan for RTI, including the plan for monitoring implementation of the interventions and addressing issues of fidelity Create a school wide focus on assessment driving instruction Develop staff understanding of the RtI process Establish schedules to provide various times for interventions Ensure Tier I standards based instruction occurs in all classrooms Establish standard protocols of support for students needing Tier II support Every staff member must be invested in the learning and progress for every student. General education teachers: The general education teacher who is considered highly qualified by the standards set forth in No Child Left Behind (NCLB), ideally in the suspected area of deficit contributes to the Student Study Team. General education teachers must participate by doing the following: Assume active responsibility for delivery of high quality instruction to ensure fidelity Provide research-based interventions Promptly identify individuals at risk, adhering to district procedures and professional standards of ethics Collaborate with special education and related services personnel Provide formal and informal data, which supports the prescriptive interventions and the effectiveness, or lack thereof, used to support the student in question Conduct progress monitoring, using probes to continually adjust instruction and adapt to student learning needs Student Support Team Members may include: Reading/Literacy Specialist Teachers of English Language Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 51

52 Resource Room Teacher Special Education Teacher Teacher Consultant Speech Pathologist School Social Worker School Psychologist Each profession participates in the team, bringing the expertise from their field and enriching the understanding of the child and the effectiveness of instruction through their collaborative interdisciplinary exchange. As teams evolve, the roles and responsibilities of team members may overlap and be implemented to best address the context of the team, the presenting concerns, and local procedures. Suggested roles for Student Support Team Members are described: Review the data Support the interventions provided to the child as part of the general education curriculum and reporting data on these interventions to the team Consistently communicate with general education teachers Coach and model differentiated instruction, progress monitoring, and research-based interventions Increase adherence to fidelity of implementation of the intervention Observe the student to assist in determining appropriate general education interventions Determine affective factors that may impede academic progress Explore if the difficulties being experienced by the student are the result of emotional or environmental factors that are impacting him or her in the classroom setting Review records to identify learning opportunities and other factors that may contribute to learning difficulty Assess individual students using appropriate standardized instruments to develop a profile of student functioning Use standardized instruments, as well as informal techniques, to assess a student s pattern of strengths and weaknesses, and correlate these findings to current research as they relate to specific learning disability (SLD) Parents Parents play an important role in Student Support Team activities. They provide for their child s health, education, and care. Parents must be informed of interventions and their child s progress with interventions. Schools must provide parents with reports of repeated measures of student performance at reasonable intervals. It is important to seek parent input to make educational decisions that consider the child s development, learning patterns, and behaviors. Parents have responsibilities to communicate with the school and to be receptive to learning how to help their child succeed in school. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 52

53 Section 6 Sample Forms for Documenting: Student Intervention and Data Review (SIDR) Fidelity of Intervention Implementation Intervention Plans This section includes sample forms that may be used to document the work of the Student Support Team, the interventions, and the fidelity of the interventions. Lapeer County Guidance for the Determination of Specific Learning Disabilities Page 53

54 Student Intervention and Data Review Student: DOB: Date STUDENT INTERVENTION DATA REVIEW (SIDR) Purpose The Student Data and Review Form was created to assist district intervention teams in developing appropriate intervention strategies for at-risk students. When a student is first identified as being at-risk either behaviorally or academically, it is not unusual for an intervention team (e.g. child study team, student assistance team, RtI team, individual consultation team) to conduct a record review as part of its problem solving /intervention process. With increased use of Response to Intervention models it is becoming ever more apparent that this single snapshot is an inadequate tool for ongoing planning. At-risk students may require a series of increasingly intense interventions before they are successful. Other students may respond to interventions at one point in their career but reemerge as at-risk at a subsequent time. A smaller number of students may not respond adequately to general education interventions and ultimately present with a suspected disability. In the case of a suspected disability a district must have data either prior to, or as part of the referral/evaluation process that any underachievement in reading or math that might be used as a basis for eligibility is not primarily the result of lack of appropriate instruction. Ongoing documentation of appropriate instruction is extremely useful in this context because it eliminates the need to reconstruct a student s educational history. The Student Data and Review Form is a Microsoft Office based electronic file (Word, Excel) that documents relevant factors affecting the at-risk student s educational performance over time. Because it is an ongoing data review it eliminates episodic record reviews that soon become artifacts in the student s CA60. The Student Data and Review Form is also a helpful tool when a student is referred for a special education evaluation because of a suspected disability and the district must conduct a review of existing evaluation data (REED) as a prelude to evaluation planning for the student. The Student Data and Review Form uses links to: Assist in general navigation through the document Display a ScreenTip box when the cursor hovers over a link Connect to information contained in this manual Connect to information on the web, e.g. MAASE LD wiki and other external sites. Meeting Log The first section of the form is a log of intervention team meetings. Each meeting will occupy a row in this section. At the beginning of the meeting date, grade, school, district, area(s) of concern and participants are filled in columns one and two. The participants review student performance data that has been prepared and entered onto the form either prior to and during this meeting. At the conclusion Student Intervention and Data Review (SIDR) 1

55 Student Intervention and Data Review Student: DOB: Date of the meeting the participants are to identify Next Steps. Next Steps could include (and may be copied and pasted from below to the form as appropriate): *Continue with current intervention plan *Modify current intervention plan (describe) *Implement new intervention plan (describe) *Intervention plan no longer needed *More information needed (describe) *Disability suspected, referral for Section 504 or special education evaluation (describe) The cells in the log are expandable and new cells can be added over time. Area(s) of Concern Once an area of concern has been identified and dated, describe details for that area of concern and describe the student s current performance relative to grade-level peers. Example: Writing- 4 th graders are able to use the writing process to develop clear and focused narrative and informational text of ten or more sentences. Jack uses prewriting activities but when writing rarely uses grade appropriate purpose, organization, details, voice/tone, grammar, usage, or mechanics. Attendance, Discipline by Year Total number of When behavior is checked as an area of concern (e.g., social/emotional, behavior/sensory ) the team will review the student s attendance and disciplinary record year by year from entry into school through the date of the intervention team meeting in the current school year. Office referral is anytime a student was sent to the office for behavioral concerns within a given school year. There may be more than one entry for a single behavior if the office referral is followed by an ISS or OSS. ISS- In School Suspension OSS- Out of School Suspension Student Intervention and Data Review (SIDR) 2

56 Student Intervention and Data Review Student: DOB: Date Describe the behaviors- Describe the behavior(s) leading to OR, ISS and OSS, including the type and frequency of given violations of the discipline code. Describe instructional supports provided during period of behavioral concern- *Positive behavior supports attach FBA/BIP as applicable *Instruction provided during ISS and OSS Achievement Examples include (and are not limited to): Benchmark/CBM Screening DIBELS AIMSWEB DRA STAR Jerry Johns Progress Monitoring DIBELS AIMSWEB Yearly Progress Pro EdCheckup Criterion Referenced tests Brigance Norm referenced tests such as (and not limited to): Reading Gray Oral Reading Test 4 th edition Test of Early Reading Ability 3 rd edition Woodcock Johnson Reading 3 rd edition/normative Update Woodcock Reading Mastery Test Revised/Normative Update Language Student Intervention and Data Review (SIDR) 3

57 Student Intervention and Data Review Student: DOB: Date Clinical Evaluation of Language Fundamentals 4 th edition Comprehensive Assessment of Spoken Language Oral and Written Language Scales Test of Written Language 4 th edition Test of Written Spelling 4 th edition Math Key Math 3 rd edition Test of Early Mathematics Ability 3 rd edition Achievement Diagnostic Assessment Battery 3 rd edition Kaufman Test of Educational Achievement 2 nd edition Peabody Individual Achievement Test Revised/Normative Update Test of Learning Development Intermediate, 4 th edition Test of Learning Development Primary, 4 th edition Wechsler Individual Achievement Test 3 rd edition Curriculum Assessments aligned with GLCEs and classroom instruction Classroom assessments State/District Assessments, e.g., MEAP MEAP-Access MME NEAP Additional Data Cognitive Assessments WISC-4 WAIS-4 KABC-2 KAIT CTONI-2 KBIT-2 WASI Adaptive/Functional Behavior Scales Student Intervention and Data Review (SIDR) 4

58 Student Intervention and Data Review Student: DOB: Date Adaptive Behavior Evaluation Scale-2 Adaptive Behavior Inventory AAMR Adaptive Behavior Scale - School Vineland Adaptive Behavior Scales - 2 Grades Letter grades Descriptive, e.g., Meets/Exceeds Expectations, Does Not Meet Expectations Teacher Report Narrative based on professional judgment of the teacher comparing student to others in the classroom Observation in area of concern- Documented observation of the area of concern done by someone from the team. See, e.g., Classroom Observation Checklist Other factors that may affect performance In this section the intervention team participants are looking at possible non-instructional barriers to performance. Here the team should check any box where they have sufficient data to rule the factor in or out as a contributor to the academic or behavioral area of concern. The relevant data should be entered in the text box along with the information source and the date the information was obtained. Examples of information to consider: Vision- vision screening, nurse/records Hearing- hearing screening, nurse/records Motor- teacher, PE observation, physicals Cognitive- child s rate of learning in other skills, listening comprehension, adaptive skills Student Intervention and Data Review (SIDR) 5

59 Student Intervention and Data Review Student: DOB: Date Emotional- office referral rates, teacher/parent input whether child presents with dysfunctional behavior(s) in the educational setting with respect to being fearful, isolated, anxious, depressed, or angry Cultural- individual performance in comparison to disaggregated performance data for the child s cultural/ethnic group Environmental, Economic Disadvantage- individual performance data in comparison to disaggregated performance data for students qualifying for free and reduced lunch LEP- English language proficiency test, received ELA services, targeted interventions in additional to ELA services, ELA and other services provided for a sufficient length of time so growth can be measured. Observation The child is observed in the child s learning environment documenting the child s academic performance and behavior in the areas of difficulty by a member of the team. Log the intervention team s observation results in the SIDR log or use the following observation checklists: Pre-K / Kindergarten Grades 1-4 Grades 5-8 Grades 9-12 The checklists provide useful data by examining academic and behavioral areas in which a student is experiencing difficulties, including consideration of factors such as setting, accommodations (skills related to information input and output) and methodology of instruction. To obtain a more complete and accurate picture of the student s performance, it is recommended that the student be observed more than once, and if possible in different settings and different times of the day. Because no checklist can be all-inclusive, the forms provide a space for the observer to make notes regarding other behaviors, including strengths and weaknesses that may impact student learning and achievement. Appropriate Instruction In this section the intervention team will examine two key factors to the student s progress in schoolthe student s availability for instruction and the quality of instruction provided. With regard to availability for instruction, the team will examine whether there has been excessive instructional time lost due to absenteeism, disciplinary sanctions, tardiness and/or frequent school transfers. With regard to quality of instruction there are number of research-based factors associated with student proficiency. This section identifies these factors. Although there is no single formula for determining appropriate Student Intervention and Data Review (SIDR) 6

60 Student Intervention and Data Review Student: DOB: Date instruction, the intervention team is asked to document existing data supporting these factors and to make an informed, professional judgment as to whether any of the factors deserve further consideration when developing intervention plans for the student. For purposed of identifying supporting data, the intervention team should refer to the following definitions: Explicit- modeling, guided practice, practice to automaticity, integration Systematic- sequential, hierarchical, cumulative review. For reading, a systematic including daily instruction in all reading components. Active- student engagement/high levels of academic learning time. Rate of Progress Use the graph and the intervention text box(es) to record the following information: Baseline and progress data What differentiated, supplemental and/or targeted instruction or intervention was provided Interventionist(s) Size of the intervention group (i.e., group size or individual) Frequency / duration of the intervention (i.e. # of days/week, mins/day) Worksheet for Charting Strengths and Weaknesses This worksheet serves two intervention planning functions. In a tiered intervention process intervention teams may be initially interested in identifying areas of strength and weaknesses particularly for students who have not responded adequately to differentiated instruction in the general education classroom. The utility of identifying strengths and weaknesses at this stage is two-fold. First, strengths can sometimes be used to leverage intervention strategies in areas of weakness. Second, supplemental instruction by its very nature comes at the expense of core instructional time in another skill area. Generally, intervention teams will borrow this supplemental time from areas of stronger academic performance. A second function for charting patterns of strengths and weaknesses becomes evident when the student continues inadequate progress to benchmarks despite increasingly intense general education Student Intervention and Data Review (SIDR) 7

61 Student Intervention and Data Review Student: DOB: Date interventions, and the intervention team suspects a learning disability. (Note: inadequate response to intervention does not always equate to a suspected disability) There are a number of different models that districts can use to operationalize the charting of Patterns of Strengths and Weaknesses. The SIDR PSW grid is based on the research model of Fletcher, Lyon, Fuchs and Barnes (2007), as adapted by Eugene, Oregon and Kalamazoo RESA. It is a PSW model that compares strengths and weaknesses among different academic skill areas. The model presented below reflects certain decision rules as to what constitutes a pattern, and what is a strength or weakness on various types of assessment measures. Your district may choose to adopt these decision rules or its own. Student Intervention and Data Review (SIDR) 8

62 Student Intervention and Data Review Student: DOB: Date Suggested Guidelines for Determining Strengths and Weaknesses Assessment Type Strength Weaknesses Benchmark Screening/CBM At benchmark level or above grade-level median score if using local norms. At at-risk level or below 10%ile if using local norms. Progress monitoring Meeting/exceeding aimline Falling below aimline for at least 4 consecutive weeks on most recent tests. Criterion-referenced assessment Skills at or above grade level Skills well below grade level MEAP Level 1 or 2 Level 3 or 4 Norm-referenced Achievement Tests Norm-referenced IQ Standard Score >80 Percentile rank 30 Or RPI >76/90 >1.0 to +2.0 Standard deviation >85 Standard Score >15 th Percentile Standard Score <80 Percentile rank < 9 Or RPI <67/90 <1.0 Standard deviation <85 Standard Score <15 th Percentile Curriculum assessments Scores 80% Scores 70% Grades Teacher report Observations- Academic Observations/Interview/Scales- Functional A / B or meets/exceeds expectations Based upon professional judgment of teacher in comparing student to others in classroom. Student demonstrates average understanding of academic content in comparison to other students in classroom. Student demonstrates typical functional skills in comparison to other students the same age or in the same grade. Percentile rank on scale 30. D / E or does not meet expectations Based upon professional judgment of teacher in comparing student to others in classroom. Student demonstrates that s/he does not understand the academic content. Most of the student s functional skills appear to be well below average in comparison to other students the same age or in the same grade. Percentile rank on scale 9. Student Intervention and Data Review (SIDR) 9

63 Student Intervention and Data Review Student: DOB: Date Examples of Published Assessments (This is not a complete list) Assessment Type Benchmark screening/cbm Progress monitoring Criterion-referenced assessments Norm-referenced achievement tests IQ tests Curriculum assessments aligned with CE s and classroom instruction Adaptive/functional behavior scales Examples: DIBELS, AIMSweb, DRA, STAR, Jerry Johns DIBELS, AIMSweb Yearly Progress Pro, EdCheckup Brigance WRMT-2/NU, Key Math 3, KTEA-2, PIAT-2/NU, WIAT-2, WJ-3/NU, DAB-3, OWLS, GORT-4, TERA-3, TEMA-3, TOWL- 4, TOLD:P-4, TOLD:I-4; TSW-4, CASL, CELF-4 WISC-4, WAIS-4, KABC-2, KAIT-2, CTONI-2, KBIT-2, WASI District assessments, Classroom assessments Adaptive Behavior Scales-2, Adaptive Behavior Inventory, AAMR, Adaptive Behavior Scale-School, Vineland Adaptive Behavior Scales-2 Student Intervention and Data Review (SIDR) 10

64 Student Intervention and Data Review Student: DOB: Date STUDENT INTERVENTION AND DATA REVIEW *****AN ELECTRONIC VERSION OF THIS DOCUMENT MAY BE LOCATED ON THE LCISD WEBSITE or Easy IEP Main Page***** Meeting Log: Date, Grade, School, District and Concern Team Participants (name, title) Next Steps to Address Concern Area(s) of Concern: (Enter date a concern is first discussed ) Basic Reading Math Calculation Behavior Reading Fluency Math Problem Solving Sensory Reading Comprehension Hearing Adaptive Functioning Writing Vision Health / Medical Communication/Language Social / Emotional Motor Functioning Student strengths and interests: Total number of: School Year Absent Tardy Office Referrals Attendance, Discipline by Year Briefly describe or attach documentation: ISS OSS Behavior Type of instructional support, if any Student Intervention and Data Review (SIDR) 11

65 Student Intervention and Data Review Student: DOB: Date Achievement Criteria: Data documenting achievement relative to age/state approved grade-level standards. Assessment Type List date and existing data Identify date and additional data needs Benchmark (CBM) screening Progress Monitoring (daily, weekly or bi-weekly intervals) Criterion referenced assessments Norm-referenced achievement tests Curriculum assessments aligned with GLCEs and classroom instruction State/District Tests (name) Year Reading Writing Math Science Social St. Rate of Progress Attach charts/graphs comparing student progress monitoring data to the student s goal line, e.g., DIBELS, AIMSWeb, EDCheckup, Yearly Progress Pro, behavior plan charting, etc. Cognitive assessment Additional Data - on academic achievement, functional performance and intellectual development. Assessment Type List existing data and date Identify additional data needs and date Adaptive/functional behavior scales Grades Teacher report (recommendations and observations) Parent input Observation in area of concern, including behavior Student Intervention and Data Review (SIDR) 12

66 Student Intervention and Data Review Student: DOB: Date Other Factors That May Affect Performance: (check each area with sufficient data) Criteria: Data on other factors that may affect performance on appropriate age/grade-level standards or activities. Vision Cognitive Environmental, Economic Disadvantage Hearing Social/Emotional English As Second Language Health Cultural Autism Spectrum Disorder Motor Functioning List date & existing information for any checked area(s) List date & data needed for any unchecked area(s) Observation for Academic Performance and Behavior in the Area(s) of Difficulty Criteria: Data documenting that the student was observed in the learning environment (including general education setting) to document academic performance and behavior in the area(s) of difficulty Check skill area(s) of difficulty. Any checked skill area(s) should be observed. Oral Expression Reading Fluency Skills Listening Comprehension Reading Comprehension Written Expression Math Calculation Basic Reading Skills Math Problem Solving For any area(s) of concern document academic and behavioral data from any observation by using the provided Classroom Observation Checklists - OR - the Log below. Date Observer (Name/title) Academic Area Academic/Behavioral Results Student Intervention and Data Review (SIDR) 13

67 Student Intervention and Data Review Student: DOB: Date Appropriate Instruction Criteria: Data demonstrating appropriate instruction. Note: Consider the following only with respect to appropriate instruction in the area(s) of concern. WHAT Factors to be considered in the analysis of appropriate instruction in each area of academic concern Essential Components of Reading Instruction Phonemic Awarenessability to notice, think about, and work with individual sounds in a spoken word Phonics- an understanding of the relationship between letters or written language and the individual sounds of spoken language Vocabulary- the words we must know to communicate effectively Fluency- the ability to read text accurately and quickly with proper expression Comprehensionunderstanding the meaning of what is read. List existing data supporting explicit, systematic and active instruction in each area of concern checked below If data is not available, what will be done to document appropriate instruction? Describe appropriate instruction during intervention period or other. Describe: Describe: Describe: Describe: Describe: Concepts and Reasoning Automatic Recall-# facts Computation Algorithms Functional Math Verbal Problem Solving Oral Expression Written Expression Listening Comprehension Curriculum Alignment Evidence that district curriculum is aligned to the Curriculum Expectations (CE s) Evidence that curriculum materials are research-based and aligned to the CEs List existing alignment data Describe: Describe: Describe: Describe: Student Intervention and Data Review (SIDR) 14

68 Student Intervention and Data Review Student: DOB: Date Who How Highly Qualified Teachers Are teachers highly qualified? Fidelity of Instructional Implementation- Evidence that 80% of students in the student s classrooms meeting state/district-wide standards over the grades Differentiated Instruction changes when formative assessment suggests student is at-risk: e.g. Universal design practices, research-based intervention practices Student attendance at least 85% of instructional days - File review for absenteeism, school enrollment, history, discipline Parent provided data-based documentation of repeated assessments at reasonable intervals, reflecting formal assessment of progress during instruction. List existing data supporting the appropriate instruction factor Describe: Describe: Describe: Describe: Student Intervention and Data Review (SIDR) 15

69 Student Intervention and Data Review Student: DOB: Date Parent Notice Criteria: Parent Notice When Student Participates in Scientific Research-based Intervention Process Required Documentation [help] List Existing Data Identify Additional Data Needs 1) State or district policies given to parents 2) Notice that parent can request evaluation 3) Indicate instructional strategies used and data on results collected 4) Attach data or edit graph(s) below. [help] Date written policies provided: Date written notice provided: Describe intervention: To edit a graph: right click / Chart Object (See next pages for examples of progress data charts that can be created or copied and included in this report. Student Intervention and Data Review (SIDR) 16

70 Student Intervention and Data Review Student: DOB: Date Progress Monitoring from: to Skill Area/Behavior: Name of Assessment: Type of data collected: Intervention Intervention Intervention Student data Target Student Intervention and Data Review (SIDR) 17

71 Student Intervention and Data Review Student: DOB: Date Worksheet for Charting Strengths and Weaknesses Criteria: Data Demonstrating Pattern(s) of Strengths and Weaknesses in Performance, Achievement or both Relative to Age/State Approved Grade-level Standards or Intellectual Development In each box below, indicate: S = Strength W = Weakness N = Neither Areas of Academic Achievement Basic Reading Reading Fluency Reading Comprehension Math Calculation Math Problem Solving Written Expression Oral Expression Listening Comprehension Academic Achievement with respect to grade-level expectations Progress Monitoring, CBM or criterion referenced instruments MEAP Academic Achievement with respect to age-level expectations Normreferenced achievement test Classroom performance with respect to grade-level expectations Curriculum Assessments Grades Teacher Report Classroom Observation Areas of Age/appropriate functional/ intellectual skills Observation, interviews, IQ assessment Suggested Guidelines for Determining Strengths and Weaknesses: See SIDR Manual for sample decision rules on how to determine whether a particular performance on a given assessment is rated as a strength S or weakness Pattern of Strengths (at least 3 S in a given skill area): Pattern of Weaknesses (at least 4 W in a given skill area, including at least 1 individually administered academic achievement assessment): Student Intervention and Data Review (SIDR) 18

72 Observation Checklist for Pre-academic/Academic Areas of Concern Pre-school / Kindergarten Student: Grade: Teacher/Location: Observer: Date: Time: Activities: Directions: First, identify the area(s) of concern in the box below. Your observation should focus on the identified area(s). During the observation, place a check mark next to the behaviors that are listed within each domain that correlates with the noted area(s) of concern. These checklists are not exhaustive, so you may want make notes regarding other additional behavior observed, including strengths and behaviors which may interfere with the student s learning. In order to obtain a full and accurate picture of the student s performance, it may be necessary to observe the student more than once, possibly in different settings and at different times of the day. If a child is less than school age or out of school (e.g. drop-out, suspended, expelled) observations should be conducted in an environment appropriate for his/her age. Check area(s) of concern [help] Oral Expression Basic Reading Reading Comprehension Math Calculation Listening Comprehension Reading Fluency Written Expression Math Problem Solving Instructional Activities (i.e. individual seatwork, small group cooperative work, reading lesson, math lesson, etc.) Instructional Domain Instructional Materials (i.e. worksheets, computers, overhead projector, manipulatives, calculator, etc.) Manner of Presentation (i.e. teacherdirected, small group, new skill modeling, guided practice, whole group, etc.) Academic Skills Language (Oral Expression, Listening Comprehension, Basic Reading - Phonemic Awareness) - - During observation student demonstrated: Grade appropriate skills Difficulty re-telling what has just been said Difficulty modulating voice (e.g., too soft, too loud) Slow/halting speech, using fillers (e.g., uh, you know, um) Difficulty naming people or objects Difficulty with pronouncing words Difficulty staying on topic Difficulty rhyming Difficulty in explaining things (e.g. feelings, ideas) due Difficulty with phonemic awareness tasks (e.g., saying to lack of vocabulary, articulation, and/or grammar skills initial sounds, saying sounds of words, saying words fast) Difficulty understanding instructions or directions Limited interest in books or stories Notes: Reading (Basic Reading, Reading Comprehension, Reading Fluency) - - During observation student demonstrated: Grade appropriate skills Difficulty reading short, irregular sight words Difficulty identifying sounds Difficulty retelling what has been read Difficulty blending sounds into words Difficulty with retention of new vocabulary Difficulty reading short, regular words Difficulty demonstrating comprehension of sentences/stories Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 72

73 Preschool / Kindergarten - Pg. 2 Written Language (Written Expression) - - During observation student demonstrated: Grade appropriate skills Difficulty with drawing familiar shapes Difficulty with holding writing instruments Difficulty with naming, copying or writing letters Difficulty copying / tracing Frequent letter, number, and symbol reversals Notes: Math (Math Calculation, Math Problem Solving) - - During observation student demonstrated: Grade appropriate skills Difficulty in recognizing numbers Difficulty counting aloud Difficulty in comparing relative size (e.g. numbers, objects) Difficulty in one-to one correspondence when counting Difficulty in matching number symbol to corresponding Objects objects Notes: Functional Skills Social Emotional (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty with self-control when frustrated. Difficulty joining in and maintaining positive social Difficulty using other students as models to cue self on status in a peer group. appropriate behavior Difficulty with sharing (e.g., objects, teacher s time) Notes: Attention (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty sustaining attention in work or play activities Notes: Gross and Fine Motor Skills (All Areas) - - During observation student demonstrated: Age appropriate skills Poor ability to color or write within the lines Awkward and clumsy motor skills (dropping, spilling, or Writing instruments awkwardly, resulting in poor knocking things over) handwriting, drawing Difficulty with buttons, zippers, hooks, snaps and tying Difficulty using small objects or items that demand Shoes precision (e.g., legos, puzzle pieces, scissors) Art work that is immature for age Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 73

74 Preschool / Kindergarten - Pg. 3 Effort/Motivation During observation student demonstrated: Hesitance in beginning work An inability to start work without adult prompting Persistent effort Gives up easily Carelessness in work Eager to please Apathetic/Indifferent Refused to work Notes: Summary of academic performance/behavior observed in area(s) of difficulty: Lapeer County Guidance for the Determination of Specific Learning Disabilities 74

75 Observation Checklist for Pre-academic/academic Areas of Concern Grades 1-4 Student: Grade: Teacher/Location: Observer: Date: Time: Activities: Directions: First, identify the area(s) of concern in the box below. Your observation should focus on the identified area(s). During the observation, place a check mark next to the behaviors that are listed within each domain that correlates with the noted area(s) of concern. These checklists are not exhaustive, so you may want make notes regarding other additional behavior observed, including strengths and behaviors which may interfere with the student s learning. In order to obtain a full and accurate picture of the student s performance, it may be necessary to observe the student more than once, possibly in different settings and at different times of the day. If a child is out of school (e.g. drop-out, suspended, expelled) observations should be conducted in an environment appropriate for his/her age. Check area(s) of concern for evaluation: Oral Expression Basic Reading Reading Comprehension Math Calculation Listening Comprehension Reading Fluency Written Expression Math Problem Solving Instructional Activities (i.e. individual seatwork, small group cooperative work, reading lesson, math lesson, etc.) Instructional Domain Instructional Materials (i.e. worksheets, computers, overhead projector, manipulatives, calculator, etc.) Manner of Presentation (i.e. teacherdirected, small group, new skill modeling, guided practice, whole group, etc.) Academic Skills Language (Oral Expression, Listening Comprehension, Basic Reading - Phonemic Awareness) - - During observation student demonstrated: Grade appropriate Difficulty re-telling what has just been said Difficulty modulating voice (e.g., too soft, too loud) Slow/halting speech, using fillers (e.g., uh, you know, um) Difficulty naming people or objects Difficulty with pronouncing words Difficulty staying on topic Difficulty rhyming Difficulty in explaining things (e.g. feelings, ideas) due Difficulty with phonemic awareness tasks (e.g., saying to use of imprecise language and limited vocabulary initial sounds, saying sounds of words, saying words fast) Difficulty understanding instructions or directions Poor grammar or misuses words in conversation Inserts malapropisms into conversation Difficulty with pragmatic skills (e.g., understands the relationship between speaker and listener, staying on topic, making inferences) Notes: Reading (Basic Reading, Reading Comprehension, Reading Fluency) - - During observation student demonstrated: Grade appropriate skills Slow oral reading skills that may interfere with comprehension Difficulty identifying sounds, blending sounds into words Difficulty retelling what has been read Difficulty reading regular words Difficulty with retention of new vocabulary Difficulty reading irregular sight words Difficulty demonstrating comprehension of sentences/stories Difficulty when reading sentences; may frequently lose place, omit words, insert words, substitute words, guess from initial sounds, reverse words, make self-corrections Lapeer County Guidance for the Determination of Specific Learning Disabilities 75

76 Grades 1 to 4 Pg. 2 Written Language (Written Expression) - - During observation student demonstrated: Grade appropriate skills Frequent reversals of letters and numbers Difficulty with holding writing instruments Uneven spacing between letters and words, has trouble staying on the line Messy and incomplete writing, with many cross-outs and Erasures Inaccurate copying skills (e.g., confuses similar-looking letters and numbers Difficulty remembering shapes of letters and numbers Poor and inconsistent spelling Difficulty proofreading and self-correcting work Complete written assignments Notes: Math (Math Calculation, Math Problem Solving) - - During observation student demonstrated: Grade appropriate skills Difficulty with comparisons Difficulty with simple counting and one-to-one correspondence between number and objects Difficulty telling time or conceptualizing the passage of time Difficulty counting by other numbers (2 s, 5 s, 10 s) Difficulty solving one-step word problems Difficulty estimating quantity (e.g., quantity, value) Difficulty solving facts and longer operations Notes: Functional Skills Social Emotional (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty with self-control when frustrated. Difficulty joining in and maintaining positive social Difficulty using other students as models to cue self on status in a peer group. appropriate behavior Difficulty in picking up on other people s moods/feelings Difficulty knowing how to share/express feelings Difficulty detecting or responding appropriately to teasing Difficulty dealing with group pressure, embarrassment and unexpected challenges Difficulty in understanding the social hierarchy (students, Difficulty in following directions may be a can t do (lack teachers, administrators) of school of vocabulary) or a won t do problem Notes: Attention (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty organizing tasks and activities Difficulty with remembering daily/routine activities Difficulty sustaining attention in work or play activities Difficulty with losing things that are necessary for tasks Difficulty by being easily distracted Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 76

77 Grades 1 to 4 Pg. 3 Gross and Fine Motor Skills (All Areas) - - During observation student demonstrated: Age appropriate skills Poor ability to color or write within the lines Awkwardness and clumsiness (dropping, spilling, or Awkward grasp of writing instruments, resulting in poor knocking things over) handwriting, drawing Difficulty with buttons, zippers, hooks, snaps and tying Difficulty using small objects or items that demand Shoes precision (e.g., legos, puzzle pieces, scissors) Art work that is immature for age Limited success with games and activities that demand eye-to-hand coordination (e.g. musical instruments, sports) Notes: Other Notes or Observed Behavior - - During observation student demonstrated: Confusion of left and right Difficulty learning new games and mastering puzzles Loses things often Difficulty generalizing or applying skills from one situation to another Notes: Effort/Motivation During observation student demonstrated: Hesitance in beginning work An inability to start work without adult prompting Persistent effort Gives up easily Carelessness in work Eager to please Apathetic/Indifferent Refused to work Notes: Summary of academic performance/behavior observed in area(s) of difficulty: Lapeer County Guidance for the Determination of Specific Learning Disabilities 77

78 Observation Checklist for Pre-academic/Academic Areas of Concern Grades 5-8 Student: Grade: Teacher/Location: Observer: Date: Time: Activities: Directions: First, identify the area(s) of concern in the box below. Your observation should focus on the identified area(s). During the observation, place a check mark next to the behaviors that are listed within each domain that correlates with the noted area(s) of concern. These checklists are not exhaustive, so you may want make notes regarding other additional behavior observed, including strengths and behaviors which may interfere with the student s learning. In order to obtain a full and accurate picture of the student s performance, it may be necessary to observe the student more than once, possibly in different settings and at different times of the day. If a child is out of school (e.g. drop-out, suspended, expelled) observations should be conducted in an environment appropriate for his/her age. Check area(s) of concern for evaluation: Oral Expression Basic Reading Reading Comprehension Math Calculation Listening Comprehension Reading Fluency Written Expression Math Problem Solving Instructional Activities (i.e. individual seatwork, small group cooperative work, reading lesson, math lesson, etc.) Instructional Domain Instructional Materials (i.e. worksheets, computers, overhead projector, manipulatives, calculator, etc.) Manner of Presentation (i.e. teacherdirected, small group, new skill modeling, guided practice, whole group, etc.) Academic Skills Language (Oral Expression, Listening Comprehension, Basic Reading - Phonemic Awareness) - - During observation student demonstrated: Grade appropriate skills Difficulty re-telling what has just been said Difficulty modulating voice (e.g., too soft, too loud) Inserted malapropisms into conversation Difficulty naming people or objects Difficulty with pronouncing words Difficulty staying on topic Poor grammar or misuses words in conversation Difficulty in explaining things (e.g. feelings, ideas) due to use of imprecise language and limited vocabulary Difficulty understanding instructions or directions Difficulty with pragmatic skills (e.g., understands the relationship between speaker and listener, staying on topic, making inferences) Slow/halting speech, using fillers (e.g., uh, you know, um) Notes: Reading (Basic Reading, Reading Comprehension, Reading Fluency) - - During observation student demonstrated: Grade appropriate skills Difficulty retelling what has been read Difficulty reading grade level sight words Difficulty with retention of new vocabulary Difficulty reading common words seen in Difficulty demonstrating literal comprehension of school/community sentences/stories Difficulty when reading sentences; may frequently lose place, omit words, insert words, substitute words, guess from initial sounds, reverse words, make self-corrections Difficulty demonstrating inferential comprehension of stories and connections between stories Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 78

79 Grades 5 to 8 Pg. 2 Written Language (Written Expression) - - During observation student demonstrated: Grade appropriate skills Difficulty proofreading and self-correcting work Messy and incomplete writing, with many cross-outs and Poor and inconsistent spelling Erasures Uneven spacing between letters and words, has trouble staying on the line Inaccurate copying skills (e.g., confuses similar-looking letters and numbers Difficulty developing ideas in writing so written work is incomplete and too brief. Difficulty completing written assignments Notes: Math (Math Calculation, Math Problem Solving) - - During observation student demonstrated: Grade appropriate skills Difficulty with comparisons (e.g., less than, greater than) Difficulty counting by single digit numbers, 10 s 100 s Difficulty telling time or conceptualizing the passage of time Difficulty aligning numbers resulting in computation errors Difficulty solving word problems Difficulty estimating quantity (e.g., quantity, value) Difficulty solving facts and longer operations Difficulty interpreting / creating charts and graphs Difficulty understanding / applying measurement concepts Notes: Functional Skills Social Emotional (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty with self-control when frustrated. Difficulty joining in and maintaining positive social Difficulty using other students as models to cue self on status in a peer group. appropriate behavior Difficulty in picking up on other people s moods/feelings Difficulty knowing how to share/express feelings Difficulty detecting or responding appropriately to teasing Difficulty dealing with group pressure, embarrassment and unexpected challenges Difficulty in understanding the social hierarchy (students, Difficulty in following directions may be a can t do (lack teachers, administrators) of school of vocabulary) or a won t do problem Difficulty with getting to the point (e.g., gets bogged down in details in conversation) Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 79

80 Grades 5 to 8 Pg. 3 Attention (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty organizing tasks and activities Difficulty with losing things that are necessary for tasks Difficulty with remembering daily/routine activities Difficulty by being easily distracted Failure to pay close attention to details or makes careless mistakes in schoolwork or other activities Notes: Gross and Fine Motor Skills (All Areas) - - During observation student demonstrated: Age appropriate skills Limited success with games and activities that demand eye-to-hand coordination (e.g. musical instruments, sports) Awkwardness and clumsiness (dropping, spilling, or Grasps writing instruments awkwardly, resulting in poor knocking things over) handwriting, drawing Notes: Other Notes or Observed Behavior - - During observation student demonstrated: Confusion of left and right Difficulty learning new games and mastering puzzles Loses things often Difficulty generalizing or applying skills from one situation to another Finds it hard to judge speed and distance Difficulty reading charts and maps Difficulty with organization and planning Difficulty listening and taking notes at the same time Notes: Effort/Motivation During observation student demonstrated: Hesitance in beginning work Carelessness in work An inability to start work without adult prompting Eager to please Persistent effort Apathetic/Indifferent Gives up easily Refused to work Notes: Summary of academic performance/behavior observed in area(s) of difficulty: Lapeer County Guidance for the Determination of Specific Learning Disabilities 80

81 Observation Checklist for Pre-academic/Academic Areas of Concern Grades 9-12 Student: Grade: Teacher/Location: Observer: Date: Time: Activities: Directions: First, identify the area(s) of concern in the box below. Your observation should focus on the identified area(s). During the observation, place a check mark next to the behaviors that are listed within each domain that correlates with the noted area(s) of concern. These checklists are not exhaustive, so you may want make notes regarding other additional behavior observed, including strengths and behaviors which may interfere with the student s learning. In order to obtain a full and accurate picture of the student s performance, it may be necessary to observe the student more than once, possibly in different settings and at different times of the day. If a child is out of school (e.g. drop-out, suspended, expelled) observations should be conducted in an environment appropriate for his/her age. Check area(s) of concern for evaluation: Oral Expression Basic Reading Reading Comprehension Math Calculation Listening Comprehension Reading Fluency Written Expression Math Problem Solving Instructional Activities (i.e. individual seatwork, small group cooperative work, reading lesson, math lesson, etc.) Instructional Domain Instructional Materials (i.e. worksheets, computers, overhead projector, manipulatives, calculator, etc.) Manner of Presentation (i.e. teacherdirected, small group, new skill modeling, guided practice, whole group, etc.) Academic Skills Language (Oral Expression, Listening Comprehension, Basic Reading - Phonemic Awareness) - - During observation student demonstrated: Grade appropriate skills Difficulty re-telling what has just been said Difficulty modulating voice (e.g., too soft, too loud) Inserts malapropisms into conversation Confuses words with others that sound familiar Difficulty with pronouncing words Difficulty staying on topic Poor grammar or misuses words in conversation Difficulty in explaining things (e.g. feelings, ideas) due to use of imprecise language and limited vocabulary Difficulty understanding instructions or directions Difficulty with pragmatic skills (e.g., understands the relationship between speaker and listener, staying on topic, making inferences) Demonstrates slow/halting speech, using fillers (e.g., uh, you know, um) Notes: Reading (Basic Reading, Reading Comprehension, Reading Fluency) - - During observation student demonstrated: Grade appropriate skills Difficulty retelling what has been read Difficulty reading content area sight words Difficulty with retention of new vocabulary Difficulty reading common words seen in Difficulty demonstrating literal comprehension of school/community sentences/stories Difficulty when reading sentences; may frequently lose Difficulty demonstrating inferential comprehension of place, omit words, insert words, substitute words, guess stories and connections between stories/ideas from initial sounds, reverse words, make self-corrections Demonstrates slow oral reading skills that may interfere with comprehension Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 81

82 Grades 9 to 12 Pg. 2 Written Language (Written Expression) - - During observation student demonstrated: Grade appropriate skills Difficulty proofreading and self-correcting work Messy and incomplete writing, with many cross-outs and Poor and inconsistent spelling Erasures Uneven spacing between letters and words, has trouble Difficulty developing ideas in writing so written work is staying on the line incomplete and too brief. Inaccurate copying skills (e.g., confuses similar-looking Difficulty completing written assignments letters and numbers Notes: Math (Math Calculation, Math Problem Solving) - - During observation student demonstrated: Grade appropriate skills Difficulty with comparisons (e.g., less than, greater than) Difficulty counting by single digit numbers, 10 s 100 s Difficulty telling time or conceptualizing the passage of time Difficulty aligning numbers resulting in computation errors Difficulty solving word problems Difficulty estimating quantity (e.g., quantity, value) Difficulty solving facts and longer operations Difficulty interpreting / creating charts and graphs Difficulty understanding / applying measurement concepts Notes: Functional Skills Social Emotional (All Areas) - - During observation student demonstrated: Age appropriate skills Difficulty with self-control when frustrated. Difficulty joining in and maintaining positive social Difficulty using other students as models to cue self on status in a peer group. appropriate behavior Difficulty in picking up on other people s moods/feelings Difficulty knowing how to share/express feelings Difficulty detecting or responding appropriately to teasing Difficulty dealing with group pressure, embarrassment and unexpected challenges Difficulty in understanding the social hierarchy (students, Difficulty in following directions may be a can t do (lack teachers, administrators) of school of vocabulary) or a won t do problem Difficulty with getting to the point (e.g., gets bogged down in details in conversation) Notes: Lapeer County Guidance for the Determination of Specific Learning Disabilities 82

83 Grades 9 to 12 Pg. 3 Attention (All Areas) - - Student has: Age appropriate skills Difficulty organizing tasks and activities Difficulty with remembering daily/routine activities Failure to pay close attention to details or makes careless mistakes in schoolwork or other activities Difficulty sustaining attention in work or play activities Difficulty with losing things that are necessary for tasks Difficulty by being easily distracted Notes: Gross and Fine Motor Skills (All Areas) - - During observation student demonstrated: Has age appropriate skills Limited success with games and activities that demand eye-to-hand coordination (e.g. musical instruments, sports) Appears awkward and clumsy, dropping, spilling, or Grasps writing instruments awkwardly, resulting in poor knocking things over handwriting, drawing Notes: Other Notes or Observed Behavior - - During observation student demonstrated: Confusion of left and right Difficulty learning new games and mastering puzzles Loses things often Difficulty judging speed and distance Difficulty with organization and poor planning Difficulty generalizing or applying skills from one situation to another Difficulty reading charts and maps Difficulty listening and taking notes at the same time Notes: Effort/Motivation During observation student demonstrated: Hesitance in beginning work An inability to start work without adult prompting Persistent effort Gives up easily Carelessness in work Eager to please Apathetic/Indifferent Refused to work Notes: Summary of academic performance/behavior observed in area(s) of difficulty: Lapeer County Guidance for the Determination of Specific Learning Disabilities 83

84 Parent/Guardian Invitation to Student Support Team District Name Address City, State Date: Dear Parents/Guardians of _, Our school is using a general education intervention process to help each student achieve school success. This process is known as Response-to-Intervention (RtI). We would like to invite you to a Student Support Team meeting to explain this process to you and to discuss how we can work with you to provide school support for your son/daughter. The meeting is scheduled for: Date: Time: Room: Your child s classroom teacher as well as other staff members will be there to share information with you and to develop a Student Support Team Intervention Plan for your child. Please feel free to contact your child s teacher if you would like us to invite someone to the meeting or if you need to reschedule. Thank you. We are looking forward to meeting with you. Building Administrator Date Name/Title _ Date Lapeer County Guidance for the Determination of Specific Learning Disabilities 84

85 Parent Information Letter-Tier I Date Dear (parent s name): At the beginning of the school year we sent a letter explaining our multi-tiered model for ensuring all students are making adequate gains in their learning. That letter described our universal screening process and on-going progress monitoring of student performance. During our phone conversation on (date), we discussed (student s name) at-risk performance on the screening and that his/her teacher, (teacher s name), will begin using different strategies and materials in (content area) as part of our Tier 1 Response to Intervention (RtI) efforts to help (student name) meet grade level standards. This is a follow-up letter to that discussion. As part of our Tier 1 intervention efforts, we will continue to monitor your child s progress toward grade level standards. If (student name) needs additional or more intensive strategies, we will (Option A: invite you to an intervention team meeting to discuss these supplemental interventions or Option B: contact you to let you know what supplemental interventions will be provided. If you have any questions please do not hesitate to call me or Ms/Mr. (classroom teacher) at (telephone number). Sincerely, Principal Lapeer County Guidance for the Determination of Specific Learning Disabilities 85

86 Parent Information Letter-Tier II Date Dear (parent s name): This is a follow-up letter to our (intervention team meeting or phone conversation) on (date). As we discussed (child s name) will begin Tier II supplemental interventions on (date). As a part of the Tier II interventions within the Response to Intervention Framework, (child s name) will receive supplemental instruction to the general (reading, math, writing) curriculum. This will include, an additional (X) minutes of focused instruction (X) times per week for a minimum of (X) weeks. Additionally, we will contact you shortly to explain the supplemental activities so you are aware of the techniques and can help to reinforce these skills at home. During the Tier II interventions, we will continue to monitor your child s progress towards grade level content standards. If at the conclusion of the (X) week for Tier II intervention, (child s name) has not responded adequately, we will convene an intervention team meeting to discuss further intervention options. You will receive an invitation to attend the meeting. If you have any questions please do not hesitate to call me or Ms./Mr. (classroom teacher) at (telephone number). Sincerely, Principal Lapeer County Guidance for the Determination of Specific Learning Disabilities 86

87 Parent Information Letter-Tier III Date Dear (parent s name): As you recall, in our efforts to provide an effective education for all students, the district uses a multi-tier intervention model to assist students to meet state approved grade level content standards. Despite Tier 1 differentiated instruction and supplemental intervention of XXX minutes XXX times/week for XXX weeks at Tier II, (students name) has not been able to progress at a pace or level necessary to achieve or sustain learning at benchmark levels. We would like to invite you to a meeting of the (name of team) intervention team to be held on (date) at (time) in (place). The purpose of this meeting is to discuss other intervention options at Tier III of our intervention process. If you have any questions please do not hesitate to call me or Ms./Mr. (classroom teacher) at (telephone number). Sincerely, Principal Lapeer County Guidance for the Determination of Specific Learning Disabilities 87

88 Parent/Guardian Input and Survey Student Name: Grade: Date: School: Teacher: 1. What are your child s greatest strengths? 2. What are your child s interests? 3. What are your concerns about your child s progress and performance in school? 4. Does your child need help with homework on a regular basis? 5. Does your child receive (current or in the past) special support outside of school (i.e. tutoring, therapy)? 6. How would you describe your child s feelings about school? 7. What do you think helps your child to be successful in school? Lapeer County Guidance for the Determination of Specific Learning Disabilities 88

89 Parent Survey Continued DIRECTIONS: Identify strengths with an S and difficulties with a D. READING Vocabulary Understands what he/she reads Reading pace Reading for fun SPEECH Speaks clearly Grammar Organization of ideas MATH Basic math facts Understands math Solving problems WRITTEN LANGUAGE Spelling Grammar Organization of ideas WORK HABITS SOCIAL ADJUSTMENT Attention span Following directions Listening skills Assignment completion Self-Image Response to stress Peer interactions Adult interactions Organization of materials Takes responsibility Independence Time management Homework Activity level Impulsivity Loner _Withdrawal Empathy towards others Helpful to others Leadership Self-advocacy Follows rules Conflict resolution skills ACADEMIC PERFORMANCE Team work Motivation Independent work habits Asks for help Gets along with teacher Attendance Cheating PHYSICAL Appearance/hygiene Appetite Energy level Eyesight Hearing Coordination General health Is there anything else you want us to know about your child that was not addressed here? How is it best to communicate with you? Phone: Other: Phone: Survey completed by: Relationship to student: Lapeer County Guidance for the Determination of Specific Learning Disabilities 89

90 Student Interview Student Name: School: Grade: Age: Teacher: Interviewer: Position: Date: Instructions: Interviewer should modify the language in this interview form to consider the age of the student. This does not have to read word for word. 1) What are your greatest strengths: In what areas do you do best? What are you most proud of doing? 2) In what area(s) could you improve the most? What things are most difficult about school for you? 3) What class/subject gave you the most difficulty last year? What is the one thing you can identify that made it difficult? 4) If we only picked one thing to focus on, what would you like for us to work on that would help you improve at school? What is one thing you would like to be different? Lapeer County Guidance for the Determination of Specific Learning Disabilities 90

91 Student Interview continued 5) Are you involved in any sports/clubs/activities at school or outside of school? What organization? 6) When you think about what area you need help improving, think about what helps you learn best: a) Curriculum: Are there certain material/papers/assignments that make learning more or less difficult? (e.g., true/false tests are confusing) What is your favorite kind of assignment? What is your least favorite kind of assignment? b) Instruction: What does your teacher do that makes learning easier for you? (e.g., the teacher gives you review notes.) What does your teacher do that makes learning harder for you? (e.g., directions are confusing.) c) Environment: Are there things about the classroom or where you study at home that make learning more or less difficult? (e.g., kids near me want to talk, so I join in.) d) Learner: What things do you know about yourself that may help us help you to be more successful? (e.g., if I have to write down assignments, I seem to remember it better.) What will help you to be more successful in school and learn? Lapeer County Guidance for the Determination of Specific Learning Disabilities 91

92 6.2 Fidelity of Implementation Fidelity is critical to the design and implementation of a successful Response to Intervention (RtI) framework. Fidelity is the delivery of a program, intervention or system as it is intended with accuracy and consistency. To ensure that instruction and interventions are implemented with fidelity, a careful and systematic monitoring process by the building administrator or his/her designee must be established. Fidelity is important at the school level in documenting the implementation of the process and at the teacher level with instructional practice, interventions, and the monitoring of student progress. How can schools ensure fidelity of implementation? (NRCLD 2006) Link interventions to improved outcomes (credibility) Definitively describe operations, techniques, and components Clearly define responsibilities of specific persons Create a data system for measuring operations, techniques, and components Create a system for feedback and decision making (formative) Create accountability measures for non-compliance There are several approaches that can be used to assess fidelity (Roach & Elliott, 2008): Self-report The person who is delivering (teaching) the intervention keeps a log or completes a checklist which records the critical components of the intervention. Permanent Products Data and artifacts/documentation of the implementation of the intervention are analyzed to determine if critical components were followed. Observations Observations of the delivery of the intervention are conducted, checking for the presence or absence and accuracy of implementation and critical intervention components. Essential Questions: What is fidelity? (Parisi et. al., 2007) Surface fidelity Were key components implemented? Was adequate time allowed? Was the specific amount of material covered? Lapeer County Guidance for the Determination of Specific Learning Disabilities 92

93 Quality of delivery Teacher behaviors How is the teacher differentiating? Can you identify the standards based teaching practices? Is the teacher using formative assessment to guide instruction? Is there a range of teaching methods? Student behaviors Are the students engaged in learning? What are the students doing? Are the students working together? Is there evidence of active or passive learning? Lapeer County Guidance for the Determination of Specific Learning Disabilities 93

94 Fidelity Checklist Tier I Student: Teacher: Grade: Age: School: Scientific, research-based core curriculum instruction and behavioral supports in general education have been implemented with fidelity for this student. Yes No Evidence of Quality Tier I Core Level Standards-Based Learning The student is placed in a general education classroom where a highly qualified teacher is providing appropriate curriculum and instructional strategies. If no, describe actions to improve fidelity: Yes No Fidelity of Instruction The curriculum was implemented with fidelity for this student. If no, describe actions to improve fidelity: Yes No Differentiation of Instruction Instruction is differentiated to include appropriate accommodations and scaffolds to meet the needs of the student. If no, describe actions to improve fidelity: Yes No Repeated Measures of Student Performance Data for universal benchmark screening was collected at least three times a year and compared to grade-level peers in the district. The student scores in the lowest 25 th percentile of his/her peer group based on this data. If no, describe actions to improve fidelity: Administrator/Designee Signature: Date: Lapeer County Guidance for the Determination of Specific Learning Disabilities 94

95 Fidelity Checklist Tier II Student: Teacher: Grade: Age: School: Tier II targeted supplementary instruction was provided to this student as planned. Yes No Evidence of Tier II Strategic Needs-Based Learning The student has received targeted scientific, research-based interventions for 4-9 weeks. If no, describe actions to improve fidelity: Yes No Fidelity of Intervention The intervention(s) was (were) implemented with fidelity for this student (including core curriculum, supplemental curriculum, and strategies). If no, describe actions to improve fidelity: Yes No Progress Monitoring Data The student s progress was monitored with repeated measures of the student performance, which was reported to parents. Assessment data was compared to peers, and the student s performance is less than the 15 th percentile and/or less than 67% of benchmark proficiency. If no, describe actions to improve fidelity: Yes No Data-Based Decision Making. The student s individualized or small-group interventions were reviewed, revised, and/or discontinued based on the student s performance and progress with 2 5 data points. Performance less than 25 th percentile. If no, describe actions to improve fidelity: Administrator/Designee Signature: Date: Lapeer County Guidance for the Determination of Specific Learning Disabilities 95

96 Fidelity Checklist Tier III Student: Teacher: Grade: Age: School: Tier III direct, targeted, and intensive instruction was provided to the student with fidelity. Yes No Evidence of Tier III Intensive Needs-Based Learning The student has received targeted intensive, scientific, research-based interventions for weeks. If no, describe actions to improve fidelity: Yes No Fidelity of Intervention The intervention(s) was (were) implemented with fidelity for this student (including core curriculum, supplemental curriculum, and strategies). If no, describe actions to improve fidelity: Yes No Progress Monitoring Data The student s progress was monitored with repeated measures of the student performance, which was reported to parents. Assessment data was compared to peers, and the student s scores are below the 10 th percentile or in the lowest 67% of the grade level peer group. If no, describe actions to improve fidelity: Yes No Data-Based Decision Making The student s individualized or small-group interventions were reviewed, revised, and/or discontinued based on the student s performance and progress with at least 12 weekly probes. If no, describe actions to improve fidelity: Administrator/Designee Signature: Date: Lapeer County Guidance for the Determination of Specific Learning Disabilities 96

97 6.3 Team Guidance: Data Collection on Instruction and Interventions Student was provided with appropriate instruction in general education with a qualified teacher Results of repeated measures of student performance at reasonable intervals during classroom instruction were provided to parents and reviewed by the team Academic interventions to provide supplementary instruction were documented, with attention to the fidelity of the efforts to impact student achievement Student is not achieving at proficiency with grade level content standards (as measured by state assessments and/or district benchmark assessments) Health, vision, hearing factors do not explain normative deficits or classroom performance deficits Environmental, cultural, economic factors do not explain the achievement performance deficits Multiple measures of achievement were considered Lapeer County Guidance for the Determination of Specific Learning Disabilities 97

98 INSTRUCTIONAL INTERVENTION DOCUMENTATION SHEET STUDENT: TEACHER: DATE: STUDENT ID: SCHOOL: REFERRAL DATE: GRADE: INTERVENTION START DATE: INTERVENTION REVIEW DATE: What is the presenting concern? (State in specific and measurable terms) What data supports the existence of the problem? (Baseline data) What is the goal? (To be stated in specific and measurable terms) Describe the intervention to be attempted. List specific objectives of this Describe the activities for each intervention. objective involved. List the specific measure of progress. CONDUCTED BY: NAME: POSITION: Lapeer County Guidance for the Determination of Specific Learning Disabilities 98

99 INSTRUCTIONAL INTERVENTION PLAN STUDENT NAME: TIMESPAN: BEGIN DATE: END DATE: SCHEDULE FOR DELIVERY OF INTERVENTION: Number of sessions: Length of sessions: Interval between sessions (e.g., Daily, Number of Days): Resources/Materials/Approach: Number of students in intervention group: How will the implementation of the intervention be monitored?: Progress Monitoring Checks to be Completed: Frequency of Progress Monitoring: Evaluation of success of intervention. Attach data charts from intervention. (Select from below). Planned intervention was successful in meeting child s needs. This intervention will be continued in the current setting. Date Planned intervention was not successful in meeting the child s needs. Another instructional intervention will be conducted to attempt to meet child s needs. Date Planned intervention was not successful in meeting the child s needs. Referral for evaluation for special education is considered due to: Date Signatures: Lapeer County Guidance for the Determination of Specific Learning Disabilities 99

100 INTERVENTION TEAM FIDELITY CHECKLIST Student: School: Date: 1. The baseline data in the area(s) of concern was described in specific, measurable terms meaningful for the intervention? 2. The goal(s) for the student were described in measurable terms on the written intervention plan? 3. A method for measuring progress toward the goal was described in writing? 4. An intervention to improve student performance was designed in the form of a written intervention plan? 5. At least one person is assigned to SUPPORT the teacher in implementing the intervention plan? 6. The teacher was provided the time, materials, and training to implement the intervention plan? 7. An implementation integrity measure is available for checking how the intervention was implemented? 8. The parent of the student receiving intervention is aware and has the opportunity to be involved in the intervention process? 9. A date for the review of the intervention plan and progress monitoring data was specified in writing? 10. The student was in attendance in school and engaged in the intervention activities? 11. All parties followed the written intervention plan? If no, describe how the instruction deviated from the intervention plan. Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No No Lapeer County Guidance for the Determination of Specific Learning Disabilities 100

101 Student Data Summary District Date: Student Number: Student: Gender: DOB: Age: Address: Home Phone: School: Grade: Teacher/Counselor: Parent/Guardian: Relationship: Phone: Parent/Guardian: Relationship: Phone: School History Date of Entry into School: Years in School: Where did the student attend school? If the student moved, in what grades? Elementary: Middle Grades: High School: Family Information With whom does the student live? (e.g., both parents, guardian, siblings) How does student spend time after school? (e.g., day care, sports/activities, work) Medical Information Date of last vision exam: Results: Date of last hearing screening: Results: Prosthetic devices prescribed: Glasses Usage: All class Work Specific Tasks Hearing Aids Usage: All Class Work Specific Tasks Other Usage: All Class Work Specific Tasks Medications: Reason: Name: Dosage: Frequency: Reason: Name: Dosage: Frequency: Chronic illnesses or allergies: Lapeer County Guidance for the Determination of Specific Learning Disabilities 101

102 Student Data Summary -2- Special Education Summary For currently identified Special Education students: Initial MET/IEP: Current MET/IEP: Eligibility: Current services: TC SSW TSLI/SLP OT PT Current placement: Assistive Technology: Academic Information Present Skill Levels: Current Reading: Current Math: Current Written Language: Assessment: Assessment: Assessment: Education History Describe Academic Supports: ELL/Bilingual: Other: Testing Data: Circle State Assessment: MEAP MEAP-Access MI-Access Accommodations? No Yes, Describe: Reading Writing ELA Math Science Social Studies District Benchmark Assessments: Reading: Math: Writing: Most Recent Academic Grades: Letter Grade Instructional* Letter Grade Instructional* Reading: Math: Spelling: English: Social Studies: Science: Health/PE: Other: *Refers to Instructional Level Lapeer County Guidance for the Determination of Specific Learning Disabilities 102

103 Student Data Summary -3- Teacher Observations For each area: Rate the student in comparison to classmates using the scale from 1-5 In Lowest 10% = 1; Below Average = 2; Average = 3; Above Average = 4; In Highest 10% = 5 Rating Rating Rating Completes assignments Functions independently Basic reading Motivation and effort Self-help Basic math Follows directions Sensitive to social cues Written language Follows rules Appropriate affect Listening Adult relationships Concentrates in class Comprehension Peer relationships Fine motor Speech articulation Health Gross motor Spoken language Teacher comments: Discipline Record Number of discipline reports: Number of office referrals: Number of Suspensions: In-school: Out of school: Reasons: Reasons: Reasons: Exclusion Factors Environmental, Cultural or Economic Check all factors that apply to the student. Use available records, interviews with parents and other resources to obtain data. Environmental Factors Limited experiential background Irregular attendance Moved often Home responsibilities interfering with learning activities Cultural Factors Limited experiences in majority based culture Limited involvement in clubs, activities, etc Live in isolated area Family education expectations Economic Factors Homeless Family challenges to afford enrichment materials and/or experiences Student is eligible for Title I services Are the above checked items compelling enough to indicate the student s educational performance is primarily due to environmental, cultural or economic disadvantage? Explain: Lapeer County Guidance for the Determination of Specific Learning Disabilities 103

104 Student Data Summary -4- Limited English Proficiency How long has the student spoken English? Is there a language other than English spoken by the student? Is there a language other than English spoken in the home? ELPA: Total Score Reading Writing Speaking Listening Does the ESL teacher indicate that the student is making progress in learning the English language? Yes No If no, explain: Motor Impairment Does the student experience any motor limitations that impact educational performance? If yes, explain further with summary of parent and medical reports. Motivation: Please answer each question. If No, please explain: Does the student seek assistance from teachers, peers, others? Yes No Does the parent report that efforts are made at home to complete homework or study assignments? Yes No Is the student making an effort to learn? Yes _ No Are the student s achievement scores consistent with the student s grades? Yes No Situational Trauma Has the student experienced a recent trauma (i.e. parents divorced, illness of student or family member, death of family member, serious accident or injury, financial crisis, crime victim, etc.)? Yes No If yes, explain: Is there any other situation that could be creating stress or emotional upsets for this student? Yes No If yes, explain: Has there been a significant change in the student s classroom performance within a short period of time (6-12 months)? Yes No If yes, explain: Lapeer County Guidance for the Determination of Specific Learning Disabilities 104

105 . Section 7 Full and Individual Evaluation (FIE) a full and individual evaluation is conducted for each student being considered for special education and related services. The evaluation will determine if the student is a student with a disability; and the educational needs of the student. -IDEA 2004 Lapeer County Guidance for the Determination of Specific Learning Disabilities 105

106 7.1 Full and Individual Evaluation (FIE) A Full and Individual Evaluation (FIE) must be conducted to determine if an individual is entitled to special education services. Conducting a Full and Individual Evaluation is a continuation of the Response to Intervention (RTI) or problem solving process. The purpose of the FIE is to determine the educational interventions that are required to resolve the presenting problem, behaviors of concern, or suspected disability. Information collected during the RTI process is used along with additional assessment to assist in identifying effective interventions for a student experiencing difficulties. A recommendation is made for the Full and Individual Evaluation when it is evident that additional resources and special education services may be needed to resolve the presenting concerns with student learning. The parents must give written permission before an FIE can be conducted. An FIE may be requested under any of the following circumstances: Academic and behavioral performance patterns demonstrate lack of adequate response to intervention Parents have requested an evaluation or the team suspects a disability. The Full and Individual Evaluation is completed by a multidisciplinary team using a variety of assessment tools and data sources. The multidisciplinary team consists of parents, the general education teacher or a teacher qualified to teach the student s grade or age, and other relevant personnel who can interpret the educational implications of the evaluation results. Results from outside sources, including medical or mental health reports, should be considered but the team is not obligated to use or follow these recommendations when making educational decisions. The team will be responsible for reviewing the results of all previous interventions and will define any additional assessments which may be needed in order to determine eligibility for special education services. The team should not rely on cut scores from standardized test data as the sole determining criteria. Rather, the team must carefully review all evidence from multiple sources over time to make a thoughtful, ethical, and valid determination of disability. Lapeer County Guidance for the Determination of Specific Learning Disabilities 106

107 A variety of assessment tools will be used to provide information regarding the individual s educational performance. No single assessment tool or measure can be used as sole criteria for determining eligibility. Assessment tools and measures must be technically sound, valid, reliable, current, and administered by trained and knowledgeable diagnostic personnel in accordance with any instructions provided. The following Full and Individual Evaluation Data Matrix was developed to support the team in identifying and collecting necessary information to provide a thorough and complete assessment to make a determination of eligibility. Each of the components aligns to requirements of documented evidence to inform the recommendation of the team. The recommendations of the team must then lead to recommendations for relevant, necessary, and appropriate educational interventions. Lapeer County Guidance for the Determination of Specific Learning Disabilities 107

108 Multiple Data Sources Required by Federal Rules Table 4. Specific Learning Disability Full and Individual Evaluation Data Matrix Data Available for ALL Students State Assessment (Required) Does the student achieve at State standards for grade? MEAP/MI-Access Circle: Proficiency Level Reading Writing Math Non-tested MEAP Grades Option: Review most current year OR Rely on District Data Classroom Data Collected Prior and During Full and Individual Evaluation Classroom Observation (required for ALL initial evaluations, REED determines need for Reevaluation observation) Is the learning deficit observed by an independent rater in the classroom in which instruction is delivered? In area of referral concern Completed by team member Observation of learning difficulty noted in: Learner behaviors Work samples/products Difference from peer in meeting class expectation Specialized Evidence Collected Prior and During Full and Individual Evaluation Exclusionary Factors (Required) Are there other factors that explain the learning deficit? English as Second language ELPA and Performance Data Adaptive behaviors < 2 standard deviations below mean Health/Medical Sensory: Vision, Hearing Other handicapping conditions Environmental Factors Cultural Difference Economic Factors Limited access to appropriate instruction Lapeer County Guidance for the Determination of Specific Learning Disabilities 108

109 Multiple Data Sources Multiple Measures of Achievement Data Available for ALL Students Repeated Measures of Student Learning (Required) Classroom Data Collected Prior and During Full and Individual Evaluation Classroom Assessment Data In Achievement Area(s) (Highly Recommended) Specialized Evidence Collected Prior and During Full and Individual Evaluation Normative Pattern of Strengths and Weaknesses (Required if using Pattern of Strength and Weakness Option) What is the learning improvement trend for the student with instruction? What is the learning level of the student when compared to expectations for the age/grade of the general education program? What is the evidence of a pattern of normative specific deficits in a profile of a student with normative strength? Progress Monitoring Data <10 percentile AND/OR Defined by District curriculum assessment method (i.e., DRA, Guided Reading ) <50% Proficiency/Grade Repeated measures must be administered at evenly-spaced intervals, such as once per week over a reasonable interval, such as a 9-12 weeks or as defined by the District. District defined assessments that include expected performance levels for grade/age. Examples: Benchmark tests End of course exams Course entry exams MLPP levels Unit tests Pattern of normative deficit for academic and cognitive skills that are linked by empirical evidence or validated logic. Pattern analysis includes identification of normative strengths in ability among cognitive and academic skills. Lapeer County Guidance for the Determination of Specific Learning Disabilities 109

110 Multiple Data Sources Other Information Sources to Inform the Team Decision Data Available for ALL Students Parent Input (Required) How does the parent s report describe the student s development, life experiences and the learning patterns observed in the home? Possible Areas of Concern: Developmental Concerns School/Learning Concerns Behavioral Concerns Social Concerns Describe: Classroom Data Collected Prior and During Full and Individual Evaluation Teacher Input on Learning Behaviors and Progress (Required) How does the teacher s report describe the instructional program, the student and the learning patterns? Information to consider: Student Learning Behaviors Student Engagement Instructional Program Differentiated Instruction Specialized Instruction Opportunities Specialized Evidence Collected Prior and During Full and Individual Evaluation Other Evaluation Reports (Recommended for team consideration, when available) What does other evaluation information tell us about the student? Previous evaluations Reports from other sources Previous specialized services Describe: Lapeer County Guidance for the Determination of Specific Learning Disabilities 110

111 Multiple Data Sources Instructional Evidence to Support the Team Decision Data Available for ALL Students Report Card Grades (Team data review consideration) Classroom Data Collected Prior and During Full and Individual Evaluation Documentation of Instructional Intervention Delivered with Fidelity (Required if using Response to Intervention Option) Specialized Evidence Collected Prior and During Full and Individual Evaluation Additional Achievement Tests/Probes (Recommended) How is the student succeeding in current classroom instruction? What do progress reports indicate regarding changes in performance over time? Does the student meet classroom expectations to achieve average and above grades? In what areas does the student obtain below average or failing grades? Was the student given opportunities to acquire skills using a process of instructional interventions? Interventions were delivered with fidelity Documentation of intervention goals and methods Intervention trials for a minimum of 9 weeks for each tier Are normative achievement deficits evidenced with other measures of achievement? What additional tests within the skill areas will inform the determination of disability? How will additional achievement data inform the development of educational plans for the student? How do teacher comments inform the understanding of the student learning and instructional needs? Data points include 9 12 probes per intervention trial Lapeer County Guidance for the Determination of Specific Learning Disabilities 111

112 Lapeer County Guidance for the Determination of Specific Learning Disabilities 112

113 Section 8 Classroom Observation Guidelines All of us are watchers of television, of time clocks, of traffic on the freeway but few are observers. Everyone is looking, not many are seeing. - Peter M. Leschak Lapeer County Guidance for the Determination of Specific Learning Disabilities 113

114 8.1 Classroom Observation Guidelines The Law (a) The public agency must ensure that the child is observed in the child's learning environment (including the regular classroom setting) to document the child's academic performance and behavior in the areas of difficulty. (b) The group described in Sec (a)(1), in determining whether a child has a specific learning disability, must decide to (1) Use information from an observation in routine classroom instruction and monitoring of the child's performance that was done before the child was referred for an evaluation; or (2) Have at least one member of the group described in Sec (a)(1) conduct an observation of the child's academic performance in the regular classroom after the child has been referred for an evaluation and parental consent, consistent with Sec (a), is obtained. (c) In the case of a child of less than school age or out of school, a group member must observe the child in an environment appropriate for a child of that age. (Authority: 20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)) From IDEA 2004: Sec Guidance on Classroom Observations The direct classroom observation should serve the purpose of substantiating the academic deficits determined by the Review of Existing Evaluation Data, referral form and any areas that may be revealed during formal assessment. A systematic classroom observation is both quantitative and qualitative. The student s physical placement in the classroom setting and the physical design of the classroom should be noted. In a systematic classroom observation the skills should be assessed in the areas of: Work Habits include participation in classroom activities, volunteering, organization, assignment completion, proficiency in the subject matter, eye contact, independence, time needed to get started on an assignment, prompting required by the teacher, time needed to complete work, and ease of transition from one task to another. Lapeer County Guidance for the Determination of Specific Learning Disabilities 114

115 Speaking Skills include clarity and fluency of speech, articulation, and the ability to communicate ideas logically and cogently. Listening Skills are following directions, needing repeated or additional directions, asking for clarification, and preferring auditory instruction over other sensory modes. Behavior Habits such as restlessness, poor concentration, short attention span, distractibility, poor motivation, responsiveness to instruction, and interpersonal interactions with peers and adults are important to understand how they may impact academic performance. Academic Performance Observations may establish the difficulty level of instruction is at a level of frustration, instructional level, or independent level (mastery). Academic performance observations may note accuracy in comparison to class standards or peer performance. Observations of student errors and questions may inform of student fluency in applying academic skills to instructional tasks. There are several types of observational procedures that an examiner may use to collect information. The types of observations may include: Rating Scales Charting Methods Checklists Narrative Descriptions At times it may be necessary to do multiple classroom observations to ensure student s academic performance is validated. When the student is involved in producing work during the observation it may be necessary to analyze the assignment at a later time. After analyzing the assignment, the observer can accurately complete the observation form. The observation data form becomes part of the verifying documentation of the student s academic performance for the M.E.T. report. A Classroom Observation is Required for Every Initial Evaluation Lapeer County Guidance for the Determination of Specific Learning Disabilities 115

116 Classroom Observation Record Date: School: Time Observation Began: Observation Area of Concern Check area(s) of concern from REED Basic Reading Skill Reading Fluency Reading Comprehension Written Expression Mathematics Calculation Mathematics Concepts Oral Expression Listening Comprehension Describe the Lesson: Name: Teacher: Time Observation Ended: Classroom Organization Location of Observation: Classroom Climate (Structure, control, noise level, engaged learners, etc. ): Check all that apply: Learning Activity: Teacher Presentation Whole Group Recitation Small Group Work Individual Seat Work Partners Student s Desk Location: Notes: READING: Basic Reading Skills, Reading Comprehension, Reading Fluency Skills Age appropriate reading skills Confuses similar-looking letters and numbers or similar looking words (i.e., beard, bread) Has difficulty recognizing and remembering sight words Frequently loses place while reading Reverses letter order in words (ie, saw/was) Demonstrates poor memory for printed words Reads slowly Has trouble naming letters Has problems associating letters and sounds, understanding the difference between sounds in words or blending sounds into words Guesses at unfamiliar words rather than using word analysis skills Substitutes or leaves out words while reading Has poor retention of new vocabulary Dislikes and avoids reading or reads reluctantly Has weak comprehension of ideas and themes Lapeer County Guidance for the Determination of Specific Learning Disabilities 116

117 Classroom Observation Record -2- WRITTEN LANGUAGE Age Appropriate Writing is messy and incomplete with many cross-outs and erasures Has difficulty remembering shapes of letters and numbers Frequently reverses letters, numbers and symbols Uses uneven spacing between letters and words, and has trouble staying on the line Copies inaccurately (i.e., confuses similar-looking letters and numbers) Spells poorly and inconsistently (i.e., the same word appears differently other places in the same document Has difficulty proofreading and self-correcting work Fails to develop ideas in writing so written work is incomplete and too brief Notes: MAMATHEMATICS: Math Calculation, Math Computation Notes: Age Appropriate Has difficulty with simple counting and one-to-one correspondence between numbers symbols and items/objects Has difficulty learning strategic counting principles (i.e., by 2, 5, 10, 100) Poorly aligns numbers resulting in computation errors Has difficulty estimating quantity (i.e., quantity, value) Has difficulty with comparisons (i.e., less than, greater than) Has trouble telling time Has trouble conceptualizing the passage of time Has difficulty counting rapidly or making calculations Has trouble interpreting graphs and charts Notes: Listening Skills Appropriate language comprehension Appears to learn from listening Follows directions to locate materials Follows directions to engage in tasks Repeats directions accurately Needs extra directions Frustration with assignment Difficulty locating pictures, objects, letters, words Notes: Speaking Skills Appropriate verbal language in class Volunteers to answer questions Answers with logically sequenced ideas Speaks in full sentences Uses appropriate vocabulary Listeners ask student to repeat statements Difficulty relating ideas Mispronounces words Loses place when speaking Confuses words with others that sound similar Difficulty re-telling Lapeer County Guidance for the Determination of Specific Learning Disabilities 117

118 Notes: Participates with class Volunteers to read orally Volunteers to answer question(s) Eye Contact with teacher/peers Materials on desk/ready for lesson Gets to work promptly Works independently Works appropriately in group activities Appears motivated to learn Completes homework Work Habits Does not contribute to class Slow to respond when called on Poor posture Does not look at teacher Disorganized Needs extra time Does not finish assignment(s) Rushes through tasks Messy Notes: Behavior Habits Attention span appropriate for age and activity Time Sample Example: Restless, inattentive during written work Identify 1 behavior of concern. Every 20 seconds, record if the behavior did occur with +. If behavior did not occur, Restless, inattentive during lecture record a 0. Off task Easily distracted Behavior: Difficulty following directions Unable to keep place on page Unable to keep pace with class Written work messy Difficulty copying Out of seat Interrupts others Inappropriate comments to teacher/peers Additional Observations Ex.. Did observations significantly differ from peers? Substitute teacher? etc. Lapeer County Guidance for the Determination of Specific Learning Disabilities 118

119 Section 9 Exclusionary Clause Considerations must include a statement of the documentation of the group concerning the effects of a visual, hearing, or motor disability; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or limited English proficiency on the child s achievement level -IDEA 2004 Lapeer County Guidance for the Determination of Specific Learning Disabilities 119

120 9.1 Exclusionary Clause Considerations Exclusionary Clause and Differential Diagnosis The MET/IEP team may not identify a child as having a specific learning disability (SLD) if the learning problem is primarily the result of: A visual, hearing or motor disability Cognitive impairment Emotional impairment Autism Spectrum Disorder Environmental, cultural or economic disadvantage However, a student for whom these factor(s) apply, could also be appropriately identified as having a specific learning disability. The issue is one of primary cause for the learning problem(s). With the changes to SLD criteria, serious consideration of these factors has become even more important than in the past. The effects on the determination of SLD cannot be considered in the same manner for all the exclusionary factors. Vision, hearing, and motor disabilities, as well as Cognitive Impairment and Emotional Impairment are all special education eligibility categories. The team must determine whether the primary reason for learning problems is the presence of one of these other eligibilities or SLD. It is possible for a team to conclude that SLD is the primary disability, even if the child, for example, also has a visual impairment. It is critical to keep in mind that special education eligibility under any disability category entitles the child s special education needs to be addressed through the IEP, whether or not those needs are typically associated with the identified disability. Vision, Hearing or Motor Disability As with some of the other exclusionary factors, these disabilities may co-exist with specific learning disabilities and must be addressed in instructional planning if they are present. The mere presence of one of these disabilities should not preclude a determination of SLD as the primary disability. The determination may require an evaluation by an ophthalmologist, optometrist, otolaryngologist, audiologist, occupational therapist, physical therapist and/or other medical staff. Results of vision/hearing screenings and any follow-up evaluations should be included in the evaluation team s written report. Cognitive Impairment (CI) This is probably the one exclusionary factor that would not typically be thought to co-exist with SLD. Rather, all academic learning difficulties would be attributed to the condition of cognitive impairment, or limited intellectual capacity. Lapeer County Guidance for the Determination of Specific Learning Disabilities 120

121 Criteria for cognitive impairment include demonstration of all of the following behavioral characteristics: Development at a rate at or below approximately 2 standard deviations below the mean as determined through intellectual assessment. Scores approximately within the lowest 6 percentiles on a standardized test in reading and arithmetic. Lack of development primarily in the cognitive domain. Impairment in adaptive behavior. Adversely affects a student s educational performance. Emotional Impairment (EI) Specific learning disabilities often co-occur with emotional, behavioral, and attention disorders (Fletcher et al., 2007). Determining which condition is primary is often a difficult task. In some cases, social or emotional difficulties may be secondary to the lack of school success. In others, the academic underachievement may be a result of mental illness or ADHD. Specifically, math and written expression disorders are especially common in children with ADHD, presumably because of the predominant role of executive functioning skills such as strategy use and procedural learning (Barkley, 1997; Fletcher et al., 2002). Environmental, Cultural or Economic Disadvantage Cultural, economic and environmental factors are more complex and, thus, more difficult to address in examining the primary cause of poor achievement. Basically, these conditions do potentially influence the development of cognitive and linguistic skills that are necessary for academic learning and can co-exist in specific learning disabilities (Fletcher et al., 2007). Limited English Proficiency ESEA uses the term Limited English Proficient (LEP) to refer to students in the process of acquiring the English language. These students are also at times referred to as English as a Second Language (ESL) students. Recent professional practice, in response to issues related to culturally responsive practices and a shift away from deficit theories, recommends the use of the term English Language Learners (ELL). Therefore, this document will use the most recent and appropriate terminology in lieu of all others. The term English Language Learner includes students whose conversational English may seem adequate but struggle with English academic settings (Gersten & Baker, 2000). However, it is recognized that the term English Language Learners does not depict a homogeneous group. For English Language Learners, second language acquisition is a lengthy, developmental process, whereby students whose native language is not English acquire listening, speaking, reading and writing skills in the English language. At the same time, these students must also master content area instruction typically delivered in English. According to Cummins theory of language acquisition, there is a vast difference between the development of a native, or first, language, and the learning of a second language. In order for a student to become proficient in a second language, both basic interpersonal communication skills (BICS) Lapeer County Guidance for the Determination of Specific Learning Disabilities 121

122 and cognitive academic language proficiency (CALP) need to be developed. Cognitive Academic Language Proficiency (CALP) represents the basis for a student s academic success, but it may take anywhere from five to seven years, or longer, to master. Basic Interpersonal Communication Skills (BICS), in contrast, are usually attained within the first two years of exposure to a second language, and are characterized by superficial oral language skills. Erroneously, many teachers assume that because an English Language Learner can speak English, they should also be able to complete academic tasks in English. However, as specified above, this may not be the case. Cognitive Academic Language Proficiency (CALP) is a complex process that is impacted by previous schooling, age, and cognitive experiences. Students who have two to three years of schooling in their native language may require five to seven years to obtain academic proficiency in the second language, while students who have never received native language schooling may take seven to ten years to become proficient. In practical terms, children in the 8 to 11 year-old age group, who acquired solid literacy skills in their first language are more likely to become proficient (CALP) within the five to seven year mark. Conversely, younger children (i.e. preschool population) that have not had an opportunity to fully develop their native language will generally take longer to become proficient (CALP). In the process of second language acquisition, a further complication may occur: that is the regression of the native language due to a lack of continued exposure to more complex concepts in the native language, and the introduction of a second language before the native language is fully developed. In this instance, there may appear to be a lack of proficiency not only in the second language, but also in the first. If a child is not competent in his/her native language, it will affect his/her competence in the second language. Native language loss may occur even while being used in the home. Therefore, a child s proficiency in their first language may regress, while lacking proficiency in the second language, due to limited exposure. According to the federal government, an English Language Learner is an individual who: is 3 to 21 years of age; and is enrolled or preparing to enroll in an elementary or secondary school; and was not born in the United States, or whose native language is a language other than English; is a Native American, Alaska Native, or a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on the individual s level of English language proficiency; or who is migratory, whose native language is a language other than English, and comes from an environment where a language other than English is dominant; and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual o the ability to meet the State s proficient level of achievement on State assessments o the ability to successfully achieve in classrooms where the language of instruction is English; or o the opportunity to participate fully in society. [Public Law , Title IX, Part A, Sec. 9101, (25)] As it is readily apparent in the above definition, English Language Learners may display characteristics of academic deficits, when measured with comparable methods to the processes that might identify a student with a specific learning disability. Because of this, it is extremely important to ensure that Lapeer County Guidance for the Determination of Specific Learning Disabilities 122

123 English Language Learners are provided with appropriate instruction, that the methods of assessment are appropriate, and that a thorough review of information about the student s prior learning opportunities has been completed in order to allow for robust determinations. In Michigan, and in order to meet the needs of English Language Learners (ELLs), six levels of English language proficiency are used, to more accurately describe student proficiency in listening, speaking, reading (and comprehension), and writing skills. The instrument used to determine the level of each student s proficiency in English as a second language is the English Language Proficiency Assessment (ELPA). An English Language Proficiency Assessment (ELPA) score below Level 3 indicates the student has not yet acquired the necessary level of language proficiency (CALP). Therefore, language acquisition cannot be ruled out as a factor involved in the student s learning difficulties. Students with English Language Proficiency Assessment (ELPA) scores of Level 4 and above are considered proficient in English. Lapeer County Guidance for the Determination of Specific Learning Disabilities 123

124 EXCLUSIONARY FACTORS WORKSHEET Specific Learning Disability Each factor must be ruled out as the PRIMARY FACTOR for the student s inability to progress in the general education curriculum. 1. Lack of instruction in essential components of reading and math (or appropriate learning Experiences). Is lack of instruction in reading and math the primary factor in the student s inability to progress in the general education curriculum? 2. Limited English Proficiency Answer the following questions: Yes No Is there a language other than English spoken by this student? Is there a language other than English spoken by the student s home? Are there any specific dialect or cultural influences that would affect the student s ability to speak or understand English? Is Limited English Proficiency the primary factor in the student s inability to progress in the general education curriculum? 3. Cognitive Impairment Document all information gathered in assessment that would exclude cognitive impairment as the determinant factor for this student s academic deficits. Cognitive score(s) Is this student s cognitive profile equally depressed in all areas? If yes to above, Is Cognitive Impairment the PRIMARY factor in the student s inability to progress in the general education curriculum? 4. Emotional Impairment Document all information gathered in assessment that would exclude emotional impairment as the determinant factor for this student s academic deficits. Does the student exhibit emotional difficulties that interfere with learning? Does the student have a medical history and/or school history of emotional difficulties? If either are yes above, has a Functional Behavior Assessment been conducted? Is Emotional Impairment the PRIMARY factor for the student s inability to progress in the general education curriculum? 5. Vision, Hearing, or Motor Impairments Document all information gathered in assessment that would exclude vision, hearing, or motor impairments as the determinant factor for this student s academic deficits. Is there documentation that would indicate the following area(s) are determinant factor(s) for this student s academic deficits? Vision Screening Lapeer County Guidance for the Determination of Specific Learning Disabilities 124

125 Hearing Screening Does the student have a history of significantly delayed motor development? Is there a medical diagnosis for a motor impairment that would affect the student s ability to learn access general education instruction? Have any physical or motor impairments been observed or assessed? Is Sensory Impairment the PRIMARY factor for the student s inability to progress in the general education curriculum? 6. Environmental, Cultural, or Economic Disadvantage Document all information gathered in assessment that would exclude environmental, cultural, or economic disadvantage as the determinant factor for this student s academic deficits. Is there documentation that Environmental, Cultural or Economic Disadvantage is the PRIMARY factor for the student s inability to progress in the general education curriculum? 7. Motivational Factors Answer the following questions: Does the student attempt classroom assignments and/or homework? o If no, is the student s performance on grade level during classroom activities? Are group achievement scores consistent with the student s grades? Does information gathered indicate that lack of motivation is the PRIMARY factor in the student s inability to progress in the general education curriculum? 8. Situational Trauma Answer the following questions: Has the student s academic performance fallen dramatically within the last 6-12 months? Is there knowledge of any situations within the student s family that would contribute to a drop in academic performance? Does information gathered indicate situational trauma is the PRIMARY factor in the student s inability to progress in the general education curriculum 9. General Education Interventions Has the student been provided with repeated assessment of achievement following researchedbased interventions? If no, can lack of general education interventions be considered the PRIMARY factor in the student s inability to progress in the general education curriculum? Please comment on of the Nine (9) areas that were answered YES to being considered the primary factor for the inability to progress in the general education curriculum : SLD Exclusionary Factors Worksheet Page 2 Lapeer County Guidance for the Determination of Specific Learning Disabilities 125

126 Section 10 Pattern of Strengths and Weaknesses the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both relative to age, Stateapproved grade-level standards or intellectual development -IDEA 2004 Lapeer County Guidance for the Determination of Specific Learning Disabilities 126

127 10.1 Discussion on Pattern of Strengths and Weaknesses Pattern of Strengths and Weaknesses At (a)(2)(ii), the Individuals with Disabilities Education Act regulations identify a pattern of strengths and weaknesses as an option in determining Specific Learning Disability eligibility. The Rules permit local districts to use this option. The MDE does not mandate any specific process to determine a pattern of strengths and weaknesses. Any determination of Specific Learning Disability requires a full and individual evaluation according to the evaluation procedures in the federal regulations at , including those particular to a student suspected of having a Specific Learning Disability in The Pattern of Strengths and Weaknesses (PSW) Approach In review of research on methods of SLD identification, along with the scientific advances that have been documented with regards to cognitive processes and academic difficulties, we believe that sole reliance on the ability-achievement discrepancy model is problematic for reasons previously stated. Those students who do not respond to scientifically validated and researched-based instruction may need a full and individual evaluation of academic and cognitive/intellectual functioning. Thus, a balanced approach to the evaluation of learning disability within the context of a full and individual evaluation should incorporate not only historical performance data (e.g., teacher based, work samples, benchmark assessments), but also, standardized cognitive and academic assessment. The approach in these guidelines for a comprehensive framework follows established principles and standards for valid assessment and incorporates a contemporary and theory-based operational definition of a specific learning disability. This approach will also allow for alternative research-based methods to identify and intervene with students with SLD. So, this paradigm will integrate accepted concepts and research about learning disability with theories about cognitive and academic functioning in a comprehensive framework for making decisions about LD eligibility. These operational definitions provide an inherently practical method for SLD identification that carries the potential for increased agreement about the validity of SLD classification (Kavale, 2005). It is designed to look at abilities/processes that are most directly related to the development of academic skills and thus is the best predictor of those skills. This model is specifically designed to determine if A balanced approach to the evaluation of Specific Learning Disabilities within the context of a full and individual evaluation should incorporate curriculum-based performance data, standardized cognitive and achievement data, and multiple sources of information about the student, the instruction, and the other circumstances that impact learning. Lapeer County Guidance for the Determination of Specific Learning Disabilities 127

128 there is a pattern of strengths and weaknesses in a student s academic and cognitive profile that can account for the child s learning pattern. A specific learning disability is determined if there is a conceptual and empirical link between academic deficit and underlying cognitive processes or abilities. This should be consistent with referral concerns and other data (e.g., CBM, teacher report). Specifically, this pattern of strengths and weaknesses paradigm offers an array of standardized data to evaluate a profile to determine if there are conceptually and empirically related cognitive and academic weakness(es) that exist in an otherwise normal ability/processing profile. Principles of Pattern of Strength and Weakness (PSW) There are several patterns of strengths and weaknesses models that have been developed to evaluate students for learning disability. Each of these PSW models follows four general principles. 1. A global IQ is deemphasized in favor of pattern of strengths and weaknesses. 2. A SLD pattern of cognitive and academic strengths and weaknesses should be seen within an otherwise normal ability profile. 3. Academic deficits and cognitive deficits should be conceptually and/or empirically linked. 4. Most cognitive abilities that do not relate to the area of academic concern are average or above. Lapeer County Guidance for the Determination of Specific Learning Disabilities 128

129 10.2 The Cattell-Horn-Carroll (CHC) Theory As stated earlier, the Cattell-Horn-Carroll (CHC) model of cognitive abilities is the empirically based, valid and measurable construct for the analysis of learning abilities. The Cattell-Horn- Carroll (CHC) Theory classifies cognitive skills within seven clusters of abilities that demonstrate moderate to highly significant correlations to academic achievement skills. The seven CHC areas are defined: Comprehension-Knowledge: The breadth and depth of knowledge including verbal communication and information. Fluid Reasoning: The ability to reason and solve problems that often involve unfamiliar information or procedures. Fluid reasoning abilities are manifested in the reorganization, transformation, and extrapolation of information. Auditory Processing: The ability to discriminate, analyze, and synthesize auditory stimuli. Auditory processing skills are related to phonological awareness. Long-Term Retrieval: The ability to store information efficiently and retrieve it later through association. Short-Term Memory: The ability to hold information in immediate awareness and then use it within a few seconds, also related to working memory. Processing Speed: The speed and efficiency in performing automatic or very simple cognitive tasks. Visual-Spatial Thinking: Spatial orientation, the ability to analyze and synthesize visual stimuli, and the ability to hold and manipulate mental images. Why Use the Cattell-Horn-Carroll (CHC) Theory? Students use their whole brains to learn and we are interested in examining how the cognitive and achievement abilities are consistent with one another. For example, the skills that contribute to learning to read include auditory discrimination, short term memory, long term memory, processing speed and basic reading abilities. Instead of looking for a student s true IQ to predict learning, we will examine the learning skills that are consistent with the achievement skills students learn in school. Lapeer County Guidance for the Determination of Specific Learning Disabilities 129

130 Oral Language Reading Comprehension Knowledge Math Reasoning Fluid Reasoning Long Term Retrieval Basic Reading Processing Speed Auditory Processing Math Calculation Visual Spatial Short Term Memory Reading Fluency Written Expression Listening Skills Figure 4. Cognitive and academic skills work together in the brain. In the new model for SLD identification, we will look for consistencies among cognitive and academic skills. Consistencies are identified among the skills that cluster together as weaknesses and the skills that cluster together as strengths. The consistencies among skills are then examined relative to a normal ability profile. Lapeer County Guidance for the Determination of Specific Learning Disabilities 130